WAC Bibliography

Welcome to the WAC Bibliography. The bibliography, developed and presented in collaboration with CompPile, was developed to support teachers across the disciplines who are interested in using writing and speaking in their courses; scholars who are interested in WAC theory and research; and program administrators, designers, and developers who have interests in the latest work in faculty outreach, program design, and assessment.

Search the Bibliography

Search Type: Wildcard     Starts With     Ends With
Advanced Search
Search For: All Terms (Boolean AND)    Any Terms (Boolean OR)
   
Search Type: Wildcard     Starts With     Ends With
   
Search Type: Wildcard     Starts With     Ends With
   
Search Type: Wildcard     Starts With     Ends With
Order Results By:  
Results Per Page:  

Category: WAC in Two-Year Colleges

Your search found 46 citations.

1. Ambron, Joanna. (1991). History of WAC and its role in community colleges. In Stanley, Linda C.; Joanna Ambron (Eds.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco, CA: Jossey-Bass [ERIC Documentation Reproduction Services, ED 330 420] (pp. 3-8).
Keywords: WAC, history, two-year, London Schools Project
2. Anandam, Kamala. (1989). Miami-Dade Community College: Pragmatism and futurism. In Graves, William H. (Ed.), Computing across the curriculum: Academic perspectives; McKinney, TX: Academic Computing Publications (pp. 293-326).
Keywords: WAC, computer, Miami-Dade, two-year, computer-analysis, pragmatism, futuristic, future, pragmatic
3. Ashworth, Thomas Edward. (1992). Using writing-to-learn strategies in community college associate degree nursing programs [doctoral thesis]. Blacksburg, VA: Virginia Polytechnic Institute and State University.
Keywords: nursing, write-to-learn, two-year, WAC, critical-thinking, improvement, data
4. Baker, Edith Miriam. (1993). Voices in contexts: Study of writing and thinking across the curriculum in a two-year college [doctoral thesis]. Tuscon, AZ: University of Arizona.
Keywords: WAC, two-year, critical-thinking, contextual, voice
5. Beauchamp, Fay. (2001). Brambles and jade: Metaphor, narrative, and the community college student. ADE Bulletin, No. 127, 44-47.
Keywords: two-year, discipline-metaphor, bramble, jade, metaphoric, narrative, learning-theory, WAC, course-design, collaborative, teacher-student
6. Bell, James; Howard Community College [Columbia, MD]. (1988). Written assignments for abnormal psychology at Howard Community College, fall 1988. ERIC Document Reproduction Service, ED 295 705.
Keywords: Howard Community College [Maryland], psychology-course, assignment, WAC, sequence, pedagogy
7. Bertch, Julie. (1985). Writing for learning in the community college. ERIC Document Reproduction Service, ED 256 458.
Keywords: WAC, program, two-year, South Mountain Community College [Phoenix, Arizona], implementation, faculty-workshop
8. Bertch, Julie. (1985). Writing for learning: Starting a writing across the curriculum program in the community college. ERIC Document Reproduction Service, ED 256 387.
Keywords: two-year, implementation, program, WAC, write-to-learn
9. Blaauw-Hara, Mark; Carrie Strand Tebeau; Dominic Borowiak; Jami Blaauw-Hara. (2020). Is a Writing-about-Writing Approach Appropriate for Community College Developmental Writers in a Corequisite Class?. Composition Studies 48.2, 54-73. https://compositionstudiesjournal.files.wordpress.com/2020/08/blaauw-hara-tebeau-borowiak-blaauw-hara.pdf
Annotation: Current trends in developmental writing have focused on corequisite support courses that developmental writers take in conjunction with college-level courses. Much recent scholarship has focused on the design of the corequisite course, but a corequisite model also raises the stakes of the curricular design of the college-level course, since it now features developmental writers. In this article, we describe a qualitative research project designed to explore whether a writing-about-writing college-level curriculum is appropriate for community-college developmental writers in an ALP corequisite model. [John Whicker and Doug Downs, Writing-About-Writing Curricula: Research on Effectiveness and Applications, WPA-CompPile Research Bibliographies, No. 12 (2nd ed.)]
Keywords: basic, two-year, corequisite, writing-about-writing, WAW, state-mandated, FYC, basic writing, developmental writing, reading, self-efficacy
10. Blau, Sheridan. (2010). Academic writing as participation: Writing your way in. In Sullivan, Patrick; Tinberg, Howard; Blau, Sheridan (Eds.), What is “college-level” writing? Volume 2: Assignments, Readings and Student Writing Samples; Urbana, IL: National Council of Teachers of English (pp. 29-56).
Annotation: Blau describes and models his methodology and classroom practice of a genre-specific approach that purports to enable the transition of high school, community college and first-year college students into the university academic discourse community. Blau bases his claims of efficacy on anecdotal reports, observations done in New York City community colleges and high school classrooms as well as the application of research and theory. Blau suggests that students ought to write share and discuss literary commentary so they can concretely enact the formation of genuine academic discursive practices. These student commentaries are used for longer papers where students read, respond to and cite each other’s work. Blau contends that this 'genre-creating program' promotes the 'critical thinking' that is essential to the reading and writing involved in 'college-level discourse' because it lends students academic authority, in that they are originators and evaluators of a shared classroom disciplinary textual [Rachel E. H. Edwards, Alignments and Alliences: Smoothing Students' Transitions from High School English to First-Year College Writing, WPA-CompPile Bibliographies, No. 20]
Keywords: school-college, two-year, research-method, New York City, discourse-community, genre-specific, disciplinary, convention, WAC, critical-thinking, research-practice, theory-practice, discursive, praxis
11. Chowenhill, Dennis Charles. (1996). Faculty resistance to writing across the curriculum training: A study of two two-year colleges [doctoral thesis]. Berkeley, CA: University of California, Berkeley.
Keywords: WAC, faculty-opinion, resistance, retraining, two-year
12. Copeland, Jeffrey S. (Ed.). (1987). Essays grown from a writing across the curriculum institute at Indian Hills Community College: Fostering cooperation and cohesion in writing instruction. ERIC Document Reproduction Service, ED 294 182.
Keywords: WAC, two-year, Indian Hills Community College [Ottumwa, IA], cooperation, group, classroom-community, institute
13. D'Alessio, Diane & Riley, Margaret. (2002). Scaffolding Writing Skills for ESL Students in an Education Class at a Community College. The WAC Journal, 13(1), 79-89. https://doi.org/10.37514/WAC-J.2002.13.1.08
Keywords: ESL, two-year, WAC, scaffolding, skill-level, education-course
14. Dallas, Susan; Center for the Study of Community Colleges [Los Angeles, CA]. (1982). The literacy crisis (CSCC Bulletin, Issue 5). ERIC Document Reproduction Service, ED 220 131.
Annotation: One of the most difficult problems facing colleges today is dealing with students whose basic skills are too low to allow them to benefit from college-level studies. While some institutions seem to have given up expectations for underprepared students' achievement, others have instituted massive programs of individualized counseling and tutoring as a supplement to remedial coursework. Evidence suggests that these compensatory programs are effective in increasing reading levels and lowering dropout rates; however, these programs also introduce a number of problems and questions of program design, costs, teacher morale, and selective admissions. Several options are available to colleges to reconcile the conflict between maintaining academic standards and open admissions. Most practical and desirable may be to allow any student to enroll in any course, but to limit the number of courses a poorly prepared student may take and mandate the use of support services. Poor writing ability may be improved by an approach called ""writing across the curriculum."" Based on the premise that writing can and should have an integral role in any course, the approach utilizes techniques including journals and notebooks, which can be extremely versatile teaching tools in many disciplines, and brief, in-class writing periods, which can stimulate discussion, clarify issues, and reinforce learning experiences. (Brief descriptions of remedial, English as a Second Language, and study skills programs at six multi-campus urban community college districts are included.) [ERIC]
Keywords: decline, underprepared, basic, open-admissions, WAC, needs-analysis, pedagogy, two-year
15. Daro, Philip; Solomon Garfunkel (co-chairs, mathematics panel); Richard P. Duran; Sally Hampton; Catherine E. Snow (co-chairs, English panel). (2013). What does it really mean to be college and work ready? The mathematics and English literacy required of first year community college students. Washington, D. C.: National Center on Education and the Economy.
Keywords: readiness, school-college, two-year, mathematics, literacy, data, textbook-analysis, age-level, complexity, complexity, argumentation, reading level, WAC, assignment
16. Dillon, Timothy J.; Monroe County Community College [Michigan]. (1996). Monroe County Community College Writing Across the Curriculum annual report, 1995-96. ERIC Document Reproduction Service, ED 398 994.
Keywords: Monroe Community College, two-year, WAC, program-validation, data, assignment, student-opinion, wcenter, teacher-opinion, annual-report
17. Fedderson, Kim. (1994). Limited literacies: English instruction in Ontario's community colleges. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications (pp. 87-101).
Keywords: WAC, Canada, Ontario, two-year, pedagogy, literacy, limitation
18. Goldblatt, Eli. (2007). Because we live here: Sponsoring literacy beyond the college curriculum. Cresskill, NJ: Hampton Press.
Annotation: Using Saul Alinsky's community organizing methods and Dewey's progressive education models, the author shows how university writing programs can treat community writing needs as a central focus of their programmatic work. Chapters 1-4 focus on a set of connections between the Temple University writing program and local high schools, a community college, and community groups, analyzing the writing conflicts inherent in such issues as transfer, curriculum continuity, and funding. Chapters 5 and 6 analyze the movement of literacy problems and possibilities among the sites detailed in the first half of the book. The author proposes moving beyond WAC/WID to Writing Beyond the Curriculum (WBC), so that writing programs can see their institutions as 'one among many' writing actors in local settings, a frame which students, too, must develop in order to truly understand writing as a social act. [Rebecca Lorimer]. [Rebecca Lorimer & David Stock, Service Learning Initiatives: Implementation and Administration; WPA-CompPile Research Bibliographies, No. 13].
Keywords: service-learning, community literacy, Temple University, community-service, extracurricular, college-community, school-college, WAC, John Dewey, Sharon Crowley, New London Group, FYC, placement, basic, vocational, two-year, Saul Alinsky, activism, grant-writing, skill-transfer
19. Halasz, Judith, Brincker, Maria, Gambs, Deborah, Geraci, Denise, Queeley, Andrea, & Solovyova, Sophia. (2006). Making It Your Own: Writing Fellows Re-evaluate Faculty "Resistance". Across the Disciplines, 3(2), 1-13. https://doi.org/10.37514/ATD-J.2006.3.2.08
Annotation: Drawing on research and experience as doctoral Writing Fellows in the Borough of Manhattan Community College WAC Program, the authors explore faculty resistance through the lens of institutional, disciplinary, departmental, and personal constraints. The authors suggest that, if we listen and respond to faculty concerns, they become means to facilitate faculty engagement with and ownership of WAC. (Published August 24, 2006) [WAC Clearinghouse]
Keywords: WAC, WID, fellows, data, resistance
20. Herzog, Donald James. (1988). Writing across the curriculum: The community college [doctoral thesis]. Lawrence, KS: University of Kansas.
Keywords: WAC, two-year
21. Holladay, John M.; Sue Zwayer; Monroe County Community College [Michigan]. (1992). Monroe County Community College writing across the curriculum: Annual reports 1990-1991 and 1991-1992. ERIC Document Reproduction Service, ED 353 014.
Keywords: Monroe County Community College, WAC, program-validation, data, annual-report
22. Holladay, John; Monroe County Community College [Michigan]. (1989). Monroe County Community College writing across the curriculum: Annual report, 1988-89. ERIC Document Reproduction Service, ED 310 820.
Keywords: WAC, Monroe County Community College [Michigan], annual-report
23. Kuhn, David J. (1990). Attitudes of allied health students toward writing in community college science courses. Community/Junior College Quarterly of Research and Practice 14.3, 189-198.
Keywords: science-course, allied health, student-attitude, skill, self-evaluation, data, two-year, WAC
24. Landsburg, David; Stanley Witt. (1984). Writing across the curriculum: One small step. ERIC Document Reproduction Service, ED 248 922. Innovation Abstracts 06.13 (April).
Annotation: A writing-across-the-curriculum program has been initiated at the East Campus of Pima Community College in an effort to improve student literacy. The program operates in the following manner: (1) faculty in all disciplines on campus are asked to get involved in the program, those who participate being paid a one-time fee of $100 for their efforts; (2) participating faculty develop a writing assignment which meets prescribed criteria, such as proper formatting, acceptable documentation, and correct language usage; (3) students complete the assignment and submit their paper to the course instructor; (4) the course instructor submits the papers to a ""Collateral Grader,"" a writing instructor who grades the papers for mechanics; (5) the ""Collateral Grader"" marks all detected errors in each paper and makes an overall evaluation indicating that the paper passes or must be rewritten; (6) the course instructor grades the passing papers for content and determines the course grade; and (7) participating faculty evaluate the process at the end of the course. The use of the ""Collateral Grader"" has several advantages; e.g., students receive writing feedback from an instructor who has the skills to effectively grade grammar, spelling, punctuation, and usage; awareness of the need for campus-wide writing standards is generated; and student-teacher negotiation concerning the importance of writing skills is reduced. Survey results show positive responses from both students and faculty. [ERIC]
Keywords: WAC, Pima Community College [Arizona], two-year, program, outside grading, evaluation
25. Long, Thomas Lawrence. (2008). Rescuing reading: The community college, general education, and literary reading across curricula. ADE Bulletin, No. 145, 33-36.
Keywords: reading, literature-course, two-year, gen-ed, WAC, cultural-studies, interdisciplinary-studies
View Page: 1 2

CompPile is Copyright © 2004-2021 Rich Haswell & Glenn Blalock.