Anson, Chris M.; John E. Schwiebert, and Michael M.
Williamson. Writing Across the Curriculum: An Annotated Bibliography.
Westport CO: Greenwood, 1993. Lists, summarizes and in some cases
evaluates 1067 books and articles related to writing across the
curriculum, including sources on research and scholarship and on pedagogy.
Arthur N. Contexts for Learning to Write: Studies of Secondary School
Instruction. Norwood, NJ: Ablex, 1984. Reports an investigation into
secondary school instruction across disciplines, concluding that students have
little opportunity to do writing beyond filling in blanks and forms.
Barnet, Sylvan. A Short Guide to Writing about Art. 6d1 ed. New York: Longman,
2000. Describes purposes, methods and conventions for writing about art.
Sylvan and William E. Cain. A Short Guide to Writing about Literature. 8d1
ed. New York: Longman, 2000. Describes purposes, methods and conventions for
writing about literature.
Charles and David R. Russell. Landmark Essays on Writing Across the
Curriculum. Davis CA: Hermagoras, 1994. Twelve essays on the history of
Writing Across the Curriculum, current developments in W AC programs, and
connections between writing and understanding a discipline explore key
theoretical assumptions driving the W AC movement and the conflicts arising from
Laurence and Leonard J. Rosen. Writing and Reading across the Curriculum. 71th
ed New York: Longman's, 2000. Includes a rhetoric on academic writing and a
cross-disciplinary reader .
Jonathan. A Short Guide to Writing about Music. New York: Longman, 2000.
Describes purposes, methods and conventions for writing about music.
Carolyn and Thomas N.Huckin. Genre Knowledge in Disciplinary Communication:
Cognition/Culture/Power. Hillsdale: Erlbaum, 1995. Argues that understanding
genre conventions of specific disciplines greatly affects an individual's
mastery of that discipline Faculty need to recognize the importance of these
conventions and to help their students recognize it as well.
Lynn Z., Donald A Daiker and Edward M. White. eds. Composition in the
Twenty~-First Century: Crisis and Change. Carbondale: Southern Illinois UP ,
1996. A volume of position papers from twenty-five nationally known scholars in
composition and rhetoric, all of whom were invited to speak at a national
conference with the same title as that of the book.
James, et al. The Development of Writing Abilities (11-18). London:
MacMillan, 1975. Pivotal study indicating that schools privilege transactional
writing at the expense of the very powerful expressive and poetic writing.
James. "Shaping at the Point of Utterance." Freedman and Pringle,
61-5. Argues that writers learn what they have to say as they write.
Britton, James. "Theories of the Disciplines and a Learning Theory."
Herrington and Moran, 47- 60. Argues for the importance of pre-disciplinary
learning as well as interdisciplinary cooperation in teaching students to learn
Kenneth A. "Collaborative Learning and the Conversation of Mankind."
English 46 (1984) 635-652. Argues that only with collaborative learning will
students experience the negotiation and interpretation of knowledge that they
need to enter into the discourse community of any academic discipline.
John and John Schilb. Writing Theory and Critical Theory. New York: MLA,
1994. A series of original essays discussing connections between contemporary
theory that influences literary studies and theory that relates to writing,
rhetoric and composition.
Robert J. "The Abolition Debate in Composition." in Bloom, Daiker, and
White, 47-63. Examines the history of the debate surrounding the effectiveness
of a one-shot freshman composition course, concluding that composition
specialists must seriously consider either abolishing freshman composition as a
rite of passage or substantially reconfigure it.
Connors, Robert J. and Andrea A Lunsford.
"Frequency of Errors in Current College Writing, or Ma and Pa Kettle Do
Research." College Comoosition and Communication. 39 (December
1988): 395-409. Based on a three year research study, concludes that students of
the 1980's are not poorer writers than students in the 1930's but rather that
they have more errors associated with the print code, for example spelling and
Elizabeth H. and Richard Louth. How to Teach Composition. Harcourt: Fort
An ancillary text for the Harbrace Handbook, provides a brief guide for
preparing and teaching first year composition classes.
Elbow, Peter. Writing with Power. New York:
Oxford UP, 1981. Frequently cited early discussion of writing skills that
includes the thesis that we discover as we write.
Mary Frank ed. Scholarly Writing & Publishing: Issues. Problems. and
Solutions. Boulder: Westview Press, 1985. A series of eleven essays
examining difficulties and strategies for moving from graduate student writing
to scholarly writing.
Freedman, Avida and Ian Pringle. eds. Reinventing
the Rhetorical Tradition. Conway:L and S, for the Canadian Council of
Teachers of English, 1980. Series of essays on connections between composition
studies and rhetorical theory .
Toby. "Writing as an Act of Cognition." New Directions for Teaching
and Learning: Teaching Writing in All Disciplines. Ed. C.W. Griffen. San
Francisco: Jossy-Bass, 1982, 15- 25. Argues that the act of writing itself
Gradwohl, Jane M. And Gary M. Schumacher.
Relationship between Content Knowledge and Topic Choice in Writing." Written
Communication 6 (1989):181-95. Reports a study that indicated students know
more about topics they choose than topics they do not want to write about or
topics assigned to them by their teachers.
Donald. "Writing Across the Curriculum." Phi Delta Kappan. June
1988, 729- 742.
Argues that writing instruction is too important to
be left to English teachers, partially because English teachers can not
understand the conventions of other disciplines.
Hawisher, Gail E. and Cynthia L. Selfe. eds.
Bibliography of Composition and Rhetoric 1993. Carbondale:
Southern Illinois U P, 1995. The most recent in CCCC bibliography volumes lists
2054 entries under six categories including bibliographies and checklists,
theory and research and curriculum.
Anne and Charles Moran. eds. Writing. Teaching. and Learning in the
New York: MLA, 1992.
Christine A. Researching and Writing Across the Curriculum. Boston: Allyn
and Bacon, 1996. Provides strategies for considering the entire research and
writing process across the disciplines, including separate chapters for
humanities and arts, science and technology and business.
Christine A. Researching and Writing in the Humanities and Arts. Boston:
Allyn and Bacon, 1996. Provides strategies for considering the entire research
and writing process in terms of general research skills and those specifically
geared to the humanities and arts, in other words research that is based almost
entirely on textual sources.
Christine A. Researching and Writing in the Sciences and technology .Boston:
Allyn and Bacon, 1996. Provides strategies particularly appropriate to sciences
and technology, including both observational research reporting and reviews of
Christine A. Researching and Writing in the Social Sciences. Boston:
Allyn and Bacon, 1996. Provides strategies particularly appropriate to social
sciences, including research designs and evaluation of secondary sources.
David S. and Cheryl Geisler. "Novelty in Academic Writing." Written
Communication 6 (1989): 286-311. Argues that expert writers have strategies
to use new ideas as focal points in their writing on
any topics and that students need to understand the importance of finding
something new to say.
David and Richard E. Young. "Writing in the Content Areas: Some Theoretical
Complexities." Odell71-104. Describes a collaborative effort among two
English and one biology faculty .member. The English teachers concluded that to
help biologists assign writing in their classes, they first had to study the
nature of biological scholarship.
C.H. and Lil Brannon. "Writing as Learning through the Curriculum."
English 45 (1983) 465-474. Claims that writing across the curriculum
programs are mainly grammar across the curriculum and suggests ways to change
Judith A. "Speaking of Knowing: Conceptions of Understanding in Academic Disciplines."
Herrington and Moran 69-85. Based on an empirical study of teachers in biology,
history, and .literature, argues that teachers fail to teach the processes of
their disciplines, although they speak in general terms that those processes are
what they are trying to get across.
A. R. and F. Yudovich. Speech and the Development of Mental Processes in the
Child. London: Staples, 1959. According to Nancy Martin, provided functional
categories of "synpraxic speech (speech integrated with action), narrative
speech, and planning speech" that Martin and Brit ton used in their
research into development of writing skills.
Susan Peck and Charles R. Cooper. "Contributions of Academic and Dialogic
Journals to Writing about Literature." Herrington and Moran 137-155. Based
on a study comparing three groups of students, argues that controlled, directed
journal writing improves learning more than either no journal writing or free
Elaine P., Barbara F. Nodine and Finbarr W. O'Connor. Thinking. Reasoning.
and Writing. New York: Longman, 1989.
Richard. A Short Guide to Writing about History. 3rd ed. New York:
Longman, 2000. Martin, Nancy "Language Across the Curriculum: Where It
Began and What It Promises." Herrington
and Moran, 6-21. Traces the British roots of what later became the writing
across the curriculum movement in this country .
Susan and Elaine Maimon. "Clearing the Air: W AC Myths and Realities. College
English 62 (2000), 573-583.
Susan and Margaret Soven. eds. Writing Across the Curriculum: A Guide to
Develo12ing Programs. Newbury Park, CA: Sage, 1992. Twelve essays describing
background of WAC, programs for faculty, administrators and students that have
been implemented at some major institutions, and predictions for future W AC
Mcleod, Susan and Margaret Soven. eds.
Writing Across the
Curriculum: A Guide to Developing Programs. Newbury
CA: Sage, 1992. Twelve essays describing background of WAC, programs for
faculty, administrators and students that have been implemented at some major
institutions, and predictions for future W AC developments.
Donald. Write to Learn. New York: Holt, 1987. Argues that writing
enhances learning and provides strategies teachers and students can use.
Jennie. "This Was an Easy Assignment: Examining How Students Interpret
Academic Writing Tasks." Research in the Teaching of English 24
(1990),362-396. Describes a research study in which she concluded that students often misinterpret
assignment instructions that teachers give them and, in so doing, fail to gain
the benefits of the assignments that the teachers intended.
Lee. "Strategy and Surprise in the Making of Meaning." Odell 213-343.
Taking the middle ground between advocates of unplanned, unstructured writing
instruction and controlled teaching of specific strategies, argues than students
can be taught strategies to help them remain open to moments of insight and
Lee. ed. Theory and Practice in the Teaching of Writing: Rethinking the
Discipline. Carbondale: Southern Illinois UP, 1993. Ten essays exploring
relationships between theory and practice of teaching writing.
Steve and Eli Goldblatt. "Writing Beyond the Curriculum: Fostering New
Collaborations in Literacy. College English 62 (2000) 584-606.
Ann M. and Cheryl Geisler. "Reading and Writing Without Authority." College
Comoosition and Communication 45 (1994):505-5~0. Based on a comparative
study of an expert and a novice writer, argues that novice writers need to learn
strategies to help them recognize and assert their own authority in a written
David R. Writing in the Academic Disciplines. 1870-1990. Carbondale:
Southern Illinois U P, 1991. A history of writing across the curriculum,
emphasizing its nineteenth century roots and the changes brought about by
developments in university values, student populations, and curriculum.
Introduction by Elaine Maimon.
Margot K. Write to Learn. Cincinnati: South-Western College, 1996. A
practical guide to planning and evaluating writing assignments that serve
specific course objectives.
Stephen N. Teaching Writing in the Content Areas. College Level. New
York: NEA, 1986. Describes early writing programs and courses as well as
strategies for incorporating writing in all college courses.
Christopher. "Writing and General Education Courses." McLeod and Sloven 87-109. Explores connections between learning and writing and suggests
strategies faculty might use with non-majors or novices in a field.
Lev. Thought and Language. Cambridge: MIT Press, 1962. The English
translation of a 1928 book, argues the importance of egocentric language for the
development of thinking.
Barbara E. "The Future of WAC." College English 58 (1996):
58-79. Describes ways the W AC Movement has differed from social movements and
suggests ways faculty involved in W AC can maintain and expand current influence
Barbara E. and Lucille P. McCarthy. Thinking and Writing in College: A
Naturalistic Study of Students in Four Disciplines. Urbana: NCTE, 1990.
Following a study of writing instructors paired with four different discipline
teachers, examines how teaching styles, assignment specifications and classroom
practices can help or hinder students' writing in different disciplines.
White, Connie. Salisbury State University
Writing Across the Curriculum Faculty Manual Salisbury, MD: Salisbury State
University, 1989. Provides practical guidelines for preparing writing activities
and assignments as well compiles assignments by SSU faculty and articles by
well-known composition scholars.