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Published 2000-present

Segall, Mary T., and Robert A. Smart. Direct from the Disciplines: Writing Across the Curriculum. Portsmouth, NH: Boynton/Cook, 2005. WRLC—AU.

Compiles faculty perspectives on WAC at Quinnipiac University. A useful second table of contents “by application” directs readers to chapters featuring specific tools and strategies, such as reader response or journals. Chapters include the following:
  • “Protracted Peer-Reviewed Writing Assignments in Biology: Confessions of an Apostate Cynic of Writing Across the Curriculum”
  • “Writing to Learn Across the Personal Essay: The Art of Digital Pastiche”
  • “Writing in Political Science”
  • “WAC and Mathematics”
Thaiss, Christopher J., and Terry Myers Zawacki. Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life. Portsmouth, NH: Boynton/Cook, Heinemann, 2006. WRLC—AU.

Explores commonalities and differences among disciplines in defining good writing. George Mason WAC authorities with broad consulting experience, the authors base their conclusions on more than three years of interviews with faculty and students. They observe that five “contexts” affect a teacher’s writing assignments and evaluation: the academic, the disciplinary, the subdisciplinary, the local/institutional, and the idiosyncratic/personal. They lay out theory, research methodology, findings, conclusions, and recommendations in five chapters:
  • “What’s Academic? What’s ‘Alternative’?”
  • “Faculty Talk about Their Writing, Disciplines, Alternatives”
  • “How Our Informants Teach Students to Write”
  • “Students Talk about Expectations, Confidence, and How They Learn”
  • “Implications for Teaching and Program Building”
Published 1990s

Pearl, Sondra, ed. The Theory and Practice of Grading Writing. Albany, NY: SUNY Press, 1998. MU 1403.L36—AU.

Gathers twenty-two well-regarded essays about composition, from the lyrical to the practical. A sampling:
  • Annie Dillard, “The Writing Life”
    (When you write, you lay out a line of words. The line of words is a miner’s pick, a woodcarver’s gouge, a surgeons probe.”)
  • Nancy Sommers, “Revision Strategies of Student Writers and Experienced Adult Writers”
    (“The experienced writers see their revision process as a recursive process—a process with significant recurring activities—with different levels of attention and different agenda for each cycle.”)
  • Sondra Perl, “The Composing Processes of Unskilled College Writers”
    (“The students in this study wrote from an egocentric point of view. While they occasionally indicated a concern for their readers, they more often took the reader’s understanding for granted.”)
Zak, Frances, and Christopher C. Weaver. The Theory and Practice of Grading Writing: Problems and Possibilities. Albany, NY: SUNY Press, 1998. MU—PE 1404.T478.

Published 1970s and ‘80s

Young, Art, and Toby Fulwiler, eds., Writing Across the Disciplines: Research into Practice. Portsmouth, NH: Boynton/Cook, 1986. MU—PE 1404.W693.

Presents research from the ‘70s and ‘80s on WAC programs and writing to learn in the disciplines. Chapters include
  • “Surveying Classroom Practices: How Teachers Teach Writing”
  • “Watching Our Garden Grow: Longitudinal Changes in Student Writing Apprehension”
  • “Poetic Writing in Psychology”
  • “Writing in Biology: Effects of Peer Critiquing and Analysis of Models on the Quality of Biology Laboratory Reports”