Biology, Chemistry, and Physics
Composition and Literary Studies
English as a Second Language/Dialect
Studio Art and Art History
Collected by Yael Neuman
Assessment of students’ writing
* Anderson, Rebecca S, and Bruce W. Speck. "Suggestions for Responding to the Dilemma of Grading Students' Writing." English Journal. 86.1 (1997): 21-27.
Bazerman, Charles. Reference Guide to Writing Across the Curriculum. West Lafayette, Ind: Parlor Press, 2005. (Part III provides practical guidelines on the institutional operations
of WAC programs, assessment in WAC, and a few subject-specific (mathematics,
literature and language arts, psychology, economics, and history) examples of WAC
* Beason, Larry. "Feedback and Revision in Writing Across the Curriculum Classes." Research in the Teaching of English. 27.4 (1993): 395-422.
* McEachern, Robert W. “WAC Directors and the Politics of Grading.” The WAC Journal 15 (2004): 67-80.
Zak, Frances and Christopher C. Weaver, eds. The Theory and Practice of Grading Writing: Problems and Possibilities. Albany: SUNY Press, 1998. (Examines the grading of individual papers and portfolios as well as end-of-term grades).
Angelo, Thomas A, and K P. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass Publishers, 1993.
* Bean, John C., David Carrithers, and Theresa Earenfight. "Transforming WAC Through a Discourse-based Approach to University Outcomes Assessment". The WAC Journal 16 (2005): 5-21. Detailed discussion of using grading rubrics with papers written for history courses for departmental assessment.
Huba, Mary E, and Jann E. Freed. Learner-centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Boston: Allyn and Bacon, 2000.
Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25).
Shea, Kelly A., Balkun, Mary McAleer, Nolan, Susan A., Saccoman, John T., Wright, Joyce. “One More Time: Transforming the Curriculum Across the Disciplines Through Technology-Based Faculty Development and Writing-Intensive Course Redesign.” Across the Disciplines 3 (2011). Retrieved November 11, 2011, from http://wac.colostate.edu/atd/articles/shea2006.cfm
Explanation of how one university incorporated a WAC program into their technology plan, especially in the disciplines of mathematics, psychology, and nursing; contains sample assessment rubric. http://wac.colostate.edu/atd/articles/shea2006.cfm
Tombari, Martin L, and Gary D. Borich. Authentic Assessment in the Classroom: Applications and Practice. Upper Saddle River, N.J: Merrill, 1999.
Walvoord, Barbara E. F, and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment in College. San Francisco, CA: Jossey-Bass, 2010.
Wilson, Maja. Rethinking Rubrics in Writing Assessment. Portsmouth, NH: Heinemann, 2006.
Writing in the Disciplines: Science
* Alaimo Peter J., John C. Bean, Joseph M. Langenhan, and Larry Nichols. “Eliminating Lab Reports: A Rhetorical Approach for Teaching the Scientific Paper in Sophomore Organic Chemistry.” The WAC Journal 20 (2009): 17-32.
Gustavii, Björn. How to Write & Illustrate a Scientific Paper. Cambridge: Cambridge UP, 2003.
Hailman, Jack Parker. Planning, Proposing, and Presenting Science Effectively: A Guide for Graduate Students and Researchers in the Behavioral Sciences and Biology. Cambridge: Cambridge UP, 1997.
* Manahan Susan and Tom English. “ “I received your letter about thefruit flies...”: Interdisciplinary Scientific Correspondence as a Means of Transforming the Laboratory Experience.” The WAC Journal 13 (2002): 59-71.
* Reitsma, Len. “Innovative Writing Assignments in the Natural Sciences.” The WAC Journal 10 (1999): 57-63.
van der Steen, Wim J. Methods and Morals in the Life Sciences: A Guide for Analyzing and Writing Texts. CT: Praeger, 2001.
Writing in the Disciplines: Physics and Math
* Bahls Patrick. “Math and Metaphor: Using Poetry to Teach College Mathematics.” The WAC Journal 20 (2009): 75-90.
* Flesher, Tatyana. “Writing to Learn in Mathematics.” The WAC Journal 14 (2003): 37-48.
* Hamilton Sharon and Robert H. Orr. “Writing to Learn Quantitative Analysis: Doing Numbers with Words Works!” The WAC Journal 12 (2001): 49-59.
Kirkpatrick, L.D. and A. Pittendrigh. “A Writing Teacher in the Physics Classroom.” Physics Teacher. (March 1984): 159-64.
Miller, Diane L. “Begin Mathematics Class with Writing.” Mathematics Teacher 85 (June 1991): 129-36.
* Parker Adam and Michael Mattison. “By the Numbers.” The WAC Journal 21 (2010): 37-51.
Writing in the Disciplines: Business
* Bechard, Bonnie. “Using Writing in the Business Department to Pursue Excellence.” The WAC Journal 9 (1998): 95-104.
* Gregor, John. “Writing to Learn Economics.” Writing Across the Curriculum 1 (1989): 52-55.
Collected by Karece Lopez: 12/14/11
Madraso, J. (1993). Proofreading: The skill we've neglected to teach. The English Journal, 82(2), 32-41.
Goes through the faculty complaints: “they can’t write” and “they should already know this”. Explains that not all students know what you mean by proofreading and often will say they did proofread papers in which the faculty member finds several errors. Provides specific techniques for proofreading and for avoiding the faculty member’s writing pet-peeves.
Simpson, M. S., & Carroll, S. E. (Autumn, 1999). Assignments for a writing-intensive economics course. The Journal of Economic Education, 30(4), 402-410.
WID specific to Economics but useful as a template for other departments. Covers the practical need for writing in the field and how to tailor coursework to those types of writing.
Dohrer, G. (1991). Do teachers' comments on students' papers help? College Teaching, 39(2), 48-54.
Abstract: Examines the effect of teachers' actual comments on students' writings. Students' reactions toward the teacher's comments; Student's attitude toward the teacher's comments and assessment of the papers; Relationship between teachers' comments and students' responses; Problems encountered by the students in revising the papers that they have written; Guidelines given to students and teacher in revising the papers.
Fu, D., & Townsend, J. S. (Fall, 1998). Cross-cultural dilemmas in writing: Need for transformations in teaching and learning. College Teaching, 46(4), 128-133.
Cites Zamel; compares student view (mostly Chinese) to faculty (mainstream American) view about writing. “Our purpose was to help teachers at all levels gain insight into the cultural assumptions and values that lie behind the choices students make in writing. Though we focus on Chinese perspectives -- sharply divergent from main stream America's -- we believe our findings hold important implications for teaching all the students in American schools. Our hope is that such information will enhance the teaching of students from different cultural backgrounds, improve the assessments of their writing, and create strategies to empower both students and teachers.” p. 129.