This
selective bibliography will orient non-writing specialists to key concepts of
the extensive literature on writing across the curriculum and writing centers.
Underlying
Issues
Pertaining to Students
Students,
especially undergraduates, have to negotiate the varying writing expectations of
the multiple academic disciplines in which they study.
Geisler,
Cheryl. Academic
Literacy and the Nature of Expertise: Reading,
Writing, and Knowing in Academic Philosophy.
Hillsdale, NJ: Lawrence Erlbaum, 1994.
McCarthy,
Lucille Parkinson. “A Stranger in
Strange Lands: A College Student
Writing Across the Curriculum.” Research in the Teaching of English 21.3 (1987):
233-265.
Walvoord,
Barbara E., and Lucille McCarthy.
Thinking and Writing in College: A
Naturalistic Study of Students in Four Disciplines.
Urbana, IL: National Council of Teachers of English, 1990.
Pertaining
to Faculty
Discipline-specific faculty often embrace the use of writing, but frequently need orientation and support to take full advantage of its potential in the classroom.
Bullock,
Richard. The St. Martin's Manual for
Writing in the Disciplines: A Guide for Faculty. New York: St. Martin's,
1994.
Fulwiler,
Toby. Teaching with Writing.
Portsmouth, NH: Boynton/Cook, 1987.
Gere,
Anne, ed. Roots in the Sawdust: Writing to Learn Across the Disciplines. Urbana,
IL: NCTE, 1985.
Howard,
Rebecca Moore, and Sandra Jamieson. The
Bedford Guide to Teaching Writing in the Disciplines: An Instructor's Desk
Reference. Boston: Bedford Books of St. Martin's P, 1995.
Rich,
Carole. Writing and Reporting News: A
Coaching Method. 2nd ed. Belmont: Wadsworth CA, 1997.
Walvoord,
Barbara E. Helping Students Write Well: A
Guide for Teachers in All Disciplines. 2nd ed. New York: Modern Language
Association, 1986. (a more recent edition may be available)
Walvoord,
Barbara E., Linda Lawrence, Hunt, H. Fil Dowling, Jr., and Joan D. McMahon. In the Long Run:
A Study of Faculty in Three Writing-Across-the-Curriculum Programs.
Urbana, IL: National Council
of Teachers of English, 1997.
History
Studying
the history of the writing-across-the-curriculum movement helps individuals
understand the rationale for writing permeating the disciplines and the
political challenges of such an effort.
Russell,
David R., “The Writing-Across-the-Curriculum Movement.”
Writing in the Academic
Disciplines, 1870-1990: A
Curricular History. Carbondale:
Southern Illinois P, 1991, 271-307.
Theory
Both
WAC and writing centers have been accused of being practices without theoretical
grounding. grounding. Not so.
The following readings are representative of theoretical stances in these
writing fields. See also the
Practice section.
WAC
Bazerman,
Charles, and David Russell. eds. Landmark
Essays in Writing Across the Curriculum. Davis, CA: Hermagoras P, 1994.
Jones,
Robert, and Joseph J. Comprone. “Where
Do We Go Next in Writing Across the Curriculum?” College
Composition and Communication 44 (1993):
59-68.
McLeod,
Susan. “WAC: The Second Stage and
Beyond.” College Composition and
Communication 40 (1989): 337-43.
Miraglia,
Eric, and Susan H. McLeod. “Whither
WAC? Interpreting the
Stories/Histories of Mature WAC Programs.”
WPA: Writing Program
Administration 20.3 (1997): 46-65.
Walvoord,
Barbara. “The Future of WAC.” College English 58 (1996): 58-79.
Writing
Centers
Mullin,
Joan A., and Ray Wallace, eds. Intersections: Theory-Practice
in the Writing Center. Urbana, IL: National
Council of Teachers of English, 1994.
Murphy,
Christina, and Joe Law, eds. Landmark Essays on Writing Centers. Davis, CA: Hermagoras
P, 1995.
Programs
These
readings summarize models of WAC and writing centers. Although some are dated, they illustrate the potential of
such programs.
WAC
Fulwiler,
Toby, and Art Young, eds. Programs That
Work: Models and Methods for Writing Across the Curriculum. Portsmouth, NH:
Heinemann-Boynton/Cook, 1990.
Writing
Centers
Kinkead,
Joyce A., and Jeanette G. Harris, eds.
Writing Centers in Context: Twelve
Case Studies. Urbana, IL:
National Council of Teachers of English, 1993.
Hobson,
Eric H., ed. Wiring
the Writing Center. Logan:
Utah State UP, 1998.
Practice
These
selections describe what WAC and writing center programs do.
Many of these readings move into the theoretical groundings for practice.
WAC
Herrington,
Anne, and Charles Moran, eds. Writing,
Teaching, and Learning in the Disciplines.
Research and Scholarship in Composition 1. New York: Modern
Language Association, 1992.
McLeod,
Susan, and Margaret Soven, eds.
Writing Across the Curriculum: A Guide to Developing Programs.
Newbury Park, CA: SAGE P,
1992.
Thaiss,
Christopher. The
Harcourt Brace Guide to Writing Across the Curriculum. Fort Worth:
Harcourt Brace, 1998.
Writing
Centers
Silk,
Bobbie Bayliss, ed. The
Writing Center Resource Manual. Emmitsburg, MD: National Writing Centers Association P, 1998.
Writing
Programs
Hilgers,
Thomas L., and Joy Marsella. Making Your Writing Program Work: A Guide to Good Practices.
Newbury Park, CA: Sage, P,
1992.
Assessment
Assessment
is essential for the survival and growth of writing programs, even though
writing presents several unique assessment challenges.
WAC
Yancey,
Kathleen Blake and Brian Huot. Assessing Writing Across the Curriculum:
Diverse Approaches and Practices. Perspectives on Writing: Theory,
Research, Practice 1. Greenwich:
Ablex P, 1997.
Writing Programs
McLeod,
Susan. “Requesting a Consutant-Evaluator
Visit.” WPA: Writing
Program Administration 14.3 (1991): 69-77.
Silk,
Bobbie Bayliss, ed. The
Writing Center Resource Manual. Emmitsburg, MD: National Writing Centers Association P, 1998.
White,
Edward M., William D. Lutz, and Sandra Kamusikiri, eds.
Assessment of Writing: Politics, Policies, Practices.
New York: Modern Language Association, 1997.
This
version of this bibliography was developed by Pat McQueeney and Michele Eodice
for a presentation at the University of Miami in January, 1999.
The current version was updated by Pat McQueeney in October, 1999.