Communication Across the Curriculum
Writing Across the Curriculum Bibliography
General
De Caprariis, Peter Pascal. "Writing Exercises and Teaching Roles in Large-Enrollment
Courses." The Journal of General Education 45:1 (1996): 39-52.
Dossin, Mary Mortimore. "Writing Across the Curriculum: Lessons From a Writing Teacher." College Teaching 45 (Winter 1997): 14-5.
Emig, Janet. "Writing as a Mode of Learning" College Composition and Communication 28 (May 1977): 122-128.
Griffin, C. W. "Using Writing to Teach Many Disciplines" Improving College and University Teaching 31 (1983): 121-28.
Herrington, Anne. J. "Writing to Learn: Writing Across the Disciplines" College English 43 (1981): 379-387.
King, Kim M. "Leading Classroom Discussions: Using Computers for a New Approach." Teaching Sociology 22 (April 1994): 174-82.
Kelly, Leonard P. "Encouraging Faculty to Use Writing as a Tool to Foster Learning in the Disciplines Through Writing Across the Curriculum." American Annals of the Deaf 140:1 (March 1995): 16-22.
Koffolt, Kimberly and Sheryl L. Holt. "Using the 'Writing Process' with Non-Native Users of English." New Directions for Teaching and Learning 70 (Summer 1997): 53-60.
Russell, David. "American Origins of the Writing-across-the-Curriculum
Movement." Landmark Essays on Writing Across the Curriculum. ed. Charles
Bazerman and David Russell. Davis, CA: Hermagoras P, 1994.
Discipline Specific
Brennan, Michael J. "Essay Writing in Nursing: Alerting Students and Teachers
to the Educational Benefits." Nurse Education Today 15:5 (October 1995):
351-6.
Hassett, Marie. "Writing Across the Curriculum in the Education Classroom." Contemporary Education 65:2 (Winter 1994): 104-8.
Hao, Ramona Newton and Paula Hartley-Forsyth. "Reading and Writing Across the Preservice Curriculum." The Kamehameha Journal of Education 4 (Fall 1993): 97-104.
Powell, Alfred. "A Chemist's View of Writing, Reading, and Thinking Across
the Curriculum." College Composition and Communication 36:4 (December 1985):
414-8.
Journals
The use of informal writing is one of the key guidelines for Writing Intensive
courses. Many instructors have found journal writing a useful way to jump start
students' thinking as well as to provide a seed bed of ideas for more formal
writing.
Perkins, Jan. "Reflective Journals: Suggestions for Educators." Journal of Physical Therapy Education 10:1 (Spring 1996): 8-13.
Reinertsen, Priscilla S. and M. Cyrene Wells. "Dialogue Journals and Critical Thinking." Teaching Sociology 21 (April 1993): 182-186.
Ross, Cheri Louise. "Journaling Across the Curriculum." The Clearing
House 71:3 (January/February 1998): 189-90.
Group Work
"The search for the truth is in one way hard and another easy. For it is
evident that no one of us can ever master it fully nor miss it wholly. Each
one of us adds a little to our knowledge of nature, and from all the facts assembled
arises a certain grandeur." Aristotle
Using groups in college classrooms, particularly writing groups for students to read each other's drafts, presents a real teaching challenge. These resources are designed to help teachers of Writing Intensive classes with both the theory and the practices of using peer writing groups. One key resource in this section is UNCG professor Hephzibah Roskelly's book on group work, Breaking Into the Circle: Group Work for Racial and Gender Equity.
Bean, John C.. "Coaching Thinking Through the Use of Small Groups." Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Jossey-Bass Publishers: San Francisco. 1966.
Roskelly, Hephzibah. Breaking Into the Circle: Group Work for Racial and Gender Equity. Heinemann (forthcoming).
Reading Instruction
Reading and writing are intimately connected skills. These articles offer ways
to help students become better readers and thus better writers.
Berthoff, Ann. "A Curious Triangle and the Double-Entry Notebook; or How Theory Can Help Us Teach Reading and Writing."
Qualley, Donna. "Using Reading in the Writing Classroom," Nuts and Bolts.
Response and Evaluation
Many professors spend way too much time responding to student writing and, in
fact, many professors also do too much of the actual revising for students instead
of making them assume responsibility for correcting their own errors. These
resources help teachers of Writing Intensive courses handle the paper load.
Anson, Chris M. "In Our Own Voices: Using Recorded Commentary to Respond to Writing." New Directions for Teaching and Learning 69 (Spring 1997): 105-13.
Bean, John. "Coaching the Writing Process and Handling the Paper Load." Chapter 13.
Bean, John. "Dealing with Issues of Grammar and Correctness," Chapter 4.
Beason, Larry. "Feedback and Revision in Writing Across the Curriculum Classes." Research in the Teaching of English 27:4 (December 1993): 395-422.
Connors and Glenn, "Responding to Student Writing," St. Martin's Handbook.
Elbow, Peter. "Grading Student Writing: Making it Simpler, Fairer, Clearer." New Directions for Teaching and Learning 69 (Spring 1997): 127-40.
Elbow, Peter and Patricia Belanoff, Sharing and Responding.
Gribbin, William G. "Writing Across the Curriculum: Assignments and Evaluation." The Clearing House 64 (July/August 1991): 365-8.
Hawisher, Gail E. and Charles Moran. "Responding to Writing On-Line." New Directions for Teaching and Learning 69 (Spring 1997): 115-25.
Herrington, Anne J. "Developing and Responding to Major Writing Projects." New Directions for Teaching and Learning 69 (Spring 1997): 67-75.
Hobson, Eric H. "Encouraging Self-Assessment: Writing as Active Learning." New Directions for Teaching and Learning 67 (Fall 1996): 45-58.
Holt, Sheryl L. "Responding to Grammar Errors." New Directions for Teaching and Learning 70 (Summer 1997): 69-76.
Schwegler, Robert, "The Politics of Reading Student Papers," The Politics of Writing Instruction.
Young, Art. "Mentoring, Modeling, Monitoring, Motivating: Response to Students' Ungraded Writing as Academic Conversation." New Directions for Teaching and Learning 69 (Spring 1997): 27-39.
Assessment
Writing Intensive courses encourage professors to assess writing in new ways
since one of the primary goals of these courses is to coach and give feedback
to students on their writing. Portfolio assessment offers one of the best ways
to have students collect and reflect on their collected writings at the end
of the semester. These resources are intended to help faculty teaching WI courses
think of new ways of evaluating student work throughout the semester and at
the end of the course.
Bean, John. "Developing and applying grading criteria." Chapter 15.
Chiseri-Strater, Elizabeth. "Evaluation as Acts of Reading, Response, and Reflection." Nuts and Bolts.
Nedra Reynolds, Portfolio Teaching, chapters 2 and 6