Writing Across the Curriculum

A Guide for Faculty

Introduction

Developed by Mary Lynch Kennedy and faculty in the English Department and other departments at SUNY Cortland, this guide attempts to facilitate the process of making writing an important part of teaching and learning across the curriculum.

This World Wide Web version of the guide, which complements and updates a printed version distributed to all college faculty, has the following sections:

• Preface
• Questions and Answers
• Bibliography
• Example Syllabi
• Instructor / Administrative Forms
• Student Waiver Procedures
• Portfolio Assessment in the Majors at SUNY Cortland

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedym@cortland.edu

For the past few years, professors at SUNY Cortland have been making a concerted effort to give writing a more prominent role in the intellectual life of students. We have accomplished this through writing intensive courses which concentrate on teaching the rhetoric and discourse conventions of disciplinary fields; through writing across the curriculum which emphasizes writing, especially informal writing, as a tool for students to learn course content and for faculty to accomplish course goals; and through portfolio assessment which enables departments to determine their students' understanding of the content of the discipline, their skill in using the patterns of inquiry of the discipline, and their competence in written expression. These projects have raised our awareness of the importance of writing and prompted us to require more practice and active preparation from our students.

Cortland already has a good Writing Program. It has brought the College recognition, accolades, and commendations from various organizations and faculty on other campuses. But Cortland also has the potential to create one of the best writing programs in the nation. The new requirement that writing be a part of all General Education courses and the Writing Committee's recent recommendation that a writing component be included in every course enrolling thirty students or under will ensure that Cortland students are doing far more writing than is customary at many colleges. This increased attention to writing will alert new applicants, S.U.N.Y., and the academic community at large that Cortland is a college where writing is a primary form of communicating and a vital tool for learning.

I hope that this guide will help us to achieve a superior writing program. Its purpose is to answer your questions about writing intensive courses and suggest ways that you can build writing into WI courses and into the other courses you teach. Some of your ideas are already represented in the print version of this guide, which is assembled in a looseleaf binder so that more of your contributions can be added. If you are willing to share course materials for teaching and assigning writing, send them along and I will have them included in the World Wide Web version of this guide as well as copied, hole-punched, and distributed to the faculty.

Many people have helped produce this guide. My deepest thanks go to Donna Curtin for the well-conceived design, layout, and graphics for the print version of this guide and for the hours and hours of painstaking formatting and editing. Special thanks go to Pat Hazard who struggled through the lengthy bibliography and to Susan Stout who typed earlier versions of the manuscript.

I warmly thank Jerry O'Callaghan, John Fauth, Bill Lane, John Ryder, John Cottone, and Ellen Paterson for their contributions and the members of the College Writing Committee, past and present: Bruce Atkins, John Beach, Vicki Boynton, Jim Bugh, Jerry Casciani, Mariangela Chandler, Ann Gebhard, Regina Grantham, Ellen Jampole, Linda Lavine, Dick Miller, Syed Pasha, and Bob Ponterio for their many useful suggestions. I also thank Vicki Boynton for contributing to the section on portfolio assessment and Thom Bunting for making this guide available on-line through World Wide Web.

Finally, I would like to thank Bill Sharp and Nancy Aumann for their support for writing and for the funds for underwriting this project.

Mary Lynch Kennedy

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Section One: Questions and Answers

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Table of Contents for this Section

1. What is the Writing Intensive course requirement at SUNY Cortland?
   
2. What does the WI Policy entail?
   
3. What is the procedure for getting a course designated as WI?
   
4. What are the purposes of the Writing-Intensive Course Program?
   
5. Why is there a need for a WI requirement?
   
6. How can I offer a WI course when I feel insecure about my ability to teach and evaluate writing assignments?
   
7. A function of WI courses is to reinforce the writing taught in foundation courses in composition. What should students who have taken CPN 100 and CPN 101 be able to do?
   
8. Will adding writing compromise course content, and won't that reduce students' subject mastery?
   
9. What types of writing can be included in the 15 typed pages?
   
10. Can students fulfill the WI requirement with a collaborative writing project?
    
11. Why are final examinations excluded from the 15-page requirement?
    
12. If only a few courses are labeled as writing-intensive, won't students object when other courses require writing?
    
13. What is meant by giving students "opportunities for serious revision"?
    
14. How can instructors encourage students to revise?
    
15. How can instructors help students work effectively in revising groups?
    
16. What criteria should instructors use in evaluating student writing?
    
17. What type of analytic scale can be designed for evaluating content writing?
    
18. Is it wise to label and correct every effort a student makes?
    
19. How can instructors handle paper load in courses with large enrollments?
    
20. How do instructors give students "instructions in writing techniques specific to the discipline and clarification of requirements and methods of preparation for assignments"?
    
21. What types of guidelines can instructors provide for students learning the conventions of writing in a discipline?
    
22. How should instructors "encourage students to use the Simon & Schuster Handbook for Writers?"
    
23. References
    

What is the Writing Intensive course requirement at SUNY Cortland?

The policy requires students to take two Writing-Intensive (WI) courses in addition to the two foundation courses in composition. At least three credit hours of Writing-Intensive course work should be in the student's major.

Return to top of this page

What does the WI Policy entail?

Premises

• Writing improves with practice in diverse settings.
• Writing engages students and improves their learning of content.
• Writing develops thinking skills.

Guidelines

• Equivalent of 15 typed pages.
• Two or more pieces of writing; as an option in upper division courses only, the instructor may assign a single project that the student submits in multiple drafts and the instructor responds to in multiple drafts.
• Instructors evaluate all final drafts before the end of the semester.
• Excludes any writing required for final examination.
• Instructor gives students opportunities for serious revision.
• Instruction in writing techniques specific to the discipline and clarification of requirements and methods of preparation for assignments.
• Evaluation of writing includes written and oral comments, conferences (for students who need them), and grades.

Class size

• Maximum of 25 students

Nature of course

• Each academic department designates some course sections as WI.

Assessment

• Academic departments assess the writing proficiency of their graduates.

Requirement

• At least two WI courses, at least three credit hours of which are in the student's major.

Prerequisites

• One composition course required.
• Two composition courses strongly recommended.

Texts

• Encourage students to use the Simon and Schuster Handbook for Writers.

Return to top of this page

What is the procedure for getting a course designated as WI?

Instructors should complete the WI course designation proposal form, append the proposed syllabus, and forward these materials to the College Writing Committee (201 DeGroat).

Return to top of this page

What are the purposes of the Writing-Intensive Course Program?

• To enable learning.
• To empower students to become competent in the thinking and language of their disciplines.
• To extend literacy by reinforcing the writing and writing-related skills taught in foundation courses in composition.

Return to top of this page

Why is there a need for a WI requirement?

• When surveyed, only four percent of the Cortland faculty agreed wholeheartedly that "Cortland students write well." Fifty-one percent of the faculty indicated that they did not agree with this statement "at all." We are aware that freshmen may write competently after taking the two-course sequence in composition, but we also know that their level of performance will decline if writing is not reinforced throughout the remainder of their college experience.
• Even though dedicated faculty in every department assign writing and use it in their teaching, students report that many of their teachers do not require them to write. Multiple-choice responses, short answers, and optional essay questions on final examinations substitute for written discourse.

  Under extenuating circumstances, many second-semester seniors cannot recall having taken a course in which they wrote a total of ten pages of prose. These practices create the need for a WI requirement.

• At worst, the WI requirement may focus responsibility for writing upon a few courses while giving students the message that fluent, confident, and effective writing is not an accomplishment valued by the entire faculty in every course. At best, however, the requirement guarantees that students will do a substantial amount of writing in at least two courses outside the composition program.

Return to top of this page

How can I offer a WI course when I feel insecure about my ability to teach and evaluate writing assignments?

• Your primary objective is not to teach writing per se but to enable students to become competent in the thinking and language of your discipline. You can do this by expanding their writing experiences, increasing the volume of their writing, and making them feel more comfortable about facing the challenge of writing.
• You can achieve these goals and impart respect for the mechanics of grammar, syntax, and spelling without belaboring them.

Return to top of this page

A function of WI courses is to reinforce the writing taught in foundation courses in composition. What should students who have taken CPN 100 and CPN 101 be able to do?

• Our composition program has two major goals:
  1. To give students strategies for reading college-level texts and drawing on them as sources for their writing.
  2. To give students practice approaching reading and writing as a process of planning, drafting, revising, and editing.
• Two courses are designed to help students reach these goals:
  • Composition 100 initiates students into the academic community by teaching them fundamental strategies for academic writing like quoting, paraphrasing, and summarizing texts, responding and reacting to reading sources, and comparing and contrasting sources.
  • Building on CPN 100, Composition 101 focuses on strategies for synthesizing multiple sources, drawing on sources for argument essays, analyzing and evaluating sources, and conducting library research.
• Students who complete our composition sequence should be able to do the following:
  • Read assertively for content, forms, and conventions of the text, and for rhetorical concerns such as author's purpose, audience, and context;
  • Integrate information from reading sources with their topic knowledge and experience;
  • Adapt their writing for various rhetorical purposes;
  • Employ a standard repertoire of strategies for read-to-write tasks: paraphrasing, summarizing, quoting, and documenting sources;
  • Practice commonplace forms of academic discourse, including summarizing, responding to, and comparing and/or contrasting sources in CPN 100, and synthesizing sources, drawing on them for argument essays, researching them, analyzing them, and evaluating them in CPN 101.

Return to top of this page

Will adding writing compromise course content, and won't that reduce students' subject mastery?

• In-class writing enhances lecture/demonstration effectiveness by increasing student involvement. Adding writing justifies the time spent because writing requires students to generate ideas, clarify thought, and engage meaningfully with the subject matter, thus increasing their mastery of the subject.

Return to top of this page

What types of writing can be included in the 15 typed pages?

• The guidelines specify two or more pieces of writing or, as an option in upper division courses, a single project that students submit in multiple drafts and that instructors respond to in stages.
• A good rule of thumb is to fit the type of writing you assign to your purposes of teaching. Ask yourself what subject matter learning you want to happen. Then develop writing assignments that will enable that learning. For example,
  • A sociologist who wants students to become familiar with the ways sociologists do their work and report, will ask them to write a short paper (3 pages) summarizing an original source journal article and discussing the implications of the research for observed behaviors in everyday life;
  • A political scientist who wants students to be able to understand issues and debate them in writing will ask the class to read critically ten partisan essays and identify, summarize, and categorize as pro or con each of their major arguments in a series of microthemes, or short "mini-essays," typed or handwritten on 5 X 8 inch note cards.
  • A biologist who wants upper-level students to go beyond a critical review and synthesis of primary scientific literature will assign them a research proposal and then ask them to conduct the research and write up their findings.
• The length of the papers also depends on your purpose. A professor whose aim is to promote growth in a variety of specified thinking skills might assign fifteen one-page microthemes, whereas a teacher who wants students to learn how to synthesize large amounts of information might require a five-page essay and a ten-page term paper.
• See the section entitled "Bibliography" for a list of books and articles that provide clear, useful advice on how to write for college courses in a variety of academic fields. You can also obtain useful materials by calling the English Department (x4307). The types of writing covered include:
  • Abstracts
  • Analyses (eg. formal analysis of a single work of art; analysis of historical documents, texts, sites, structures, and material culture; policy analysis)
  • Book reviews
  • Briefs
  • Case studies
  • Comparisons (e.g. of two works)
  • Critiques
  • Essays
  • Field reports
  • Field and laboratory notes
  • Film reviews
  • Journals, course logs, analytical notebooks
  • Laboratory reports
  • Letters to editors and public officials
  • Microthemes ("mini-essays")
  • Policy analyses
  • Research proposals, papers, and reports
  • Reviews (books, articles, lectures, films, exhibits)
  • Speculative or free writing
  • Summaries
  • Syntheses
  • Term papers (long papers reflecting a more extensive treatment of the topic than an essay)
  • Translations

Return to top of this page

Can students fulfill the WI requirement with a collaborative writing project?

• Collaborative learning can enliven any classroom. If you use this pedagogical strategy in a Writing-Intensive course, however, be sure to design projects that are in keeping with the spirit of the WI guidelines. Each student in the course should do the requisite amount of writing and each should have the opportunity to revise his or her work.

Return to top of this page

Why are final examinations excluded from the 15-page requirement?

• Writing for final examinations is excluded for two reasons.
  1. Essay exams often evoke low-quality, hurried, panic-stricken prose. They also require students to perform a task that few writers outside of academia are expected to do: to write on topics from memory without source materials books, notes, data beside them.
  2. The writing submitted at the end of the semester or during the final exam period is not a useful medium for teaching and learning because students cannot act upon instructor feedback and make meaningful revisions to their work.

Return to top of this page

If only a few courses are labeled as writing-intensive, won't students object when other courses require writing?

• If the norm is passive, rather impersonal methods of instruction (lecture, objective testing, and the like) students may resent professors who require them to engage themselves actively and personally through a series of writing tasks. Unless all of us require some form of writing and regularly use writing to enable learning, students will view writing as a separate activity, compartmentalized into freshman composition and Writing-Intensive courses. They may also regard writing as a punishment, not as an accomplishment that the entire academic community values.

Return to top of this page

What is meant by giving students "opportunities for serious revision"?

• We know from twenty-five years of research in written composition that the most effective way to help student writers acquire proficiency is to read their initial responses to assignments as works-in-progress rather than as polished final products, and then to respond to those drafts by giving the writers suggestions for serious revisions. Elaine Maimon, one of the founders of the writing-across-the-curriculum movement, observes, "Most of the work that comes to our initial attention is not bad but humble, rough, incomplete. When we look at a student's first try at a difficult assignment, we should shift our focus away from 'What this is not' to 'What you can make this become'" (734).
• For teachers, this means "reallocating time from writing extensive comments on graded papers to writing brief comments and questions on work-in -progress" (Maimon 735). We may recommend that a student make major changes to expand ideas, clarify meaning, or reorganize information. If the student has already found something important to say and a way to say it, however, we may focus on editorial concerns, advising the writer to analyze and correct spelling, punctuation, syntax, and structure.
• This approach allows us to be supportive while maintaining standards; it liberates us from covering papers with copious comments, coercions, and corrections that students rarely act upon, let alone read; and it lets us give students responsibility for their writing.
• By responding to students' papers as works-in-progress, we function as allies or coaches suggesting ways that writers can display their knowledge of content, handle the conventions of standard written English, and observe the conventions of writing in our particular disciplines. When students resubmit their papers, all we have to do is assign grades. We are no longer appropriating the students' job of revising, editing, and proofreading. Instead, we let students perform these tasks for themselves.

Return to top of this page

How can instructors encourage students to revise?

Here are some useful suggestions from three experts.

Elaine Maimon: "When students submit final drafts to the instructor, they might also exchange papers with peers and discuss their drafts in small groups. These discussions will proceed more smoothly if the writer of the draft attaches a self-analysis form answering the following questions: How close to being finished is this project? What steps do you plan to take to complete the project? What is the major idea that you are working to express? (What are you driving at?) How can readers most effectively help you at this stage? When writers answer those questions in advance, the conference with the instructor, the instructor's written comments, and conversations with peers are placed in a more constructive context. The writer is asking for help rather than waiting for the instructor or classmates to find problems that the writer missed. The writer is able to state disclaimers and plans for improvement up front, rather than wait for the ax to fall. Furthermore, people are more willing to listen to advice when they have asked for it, even if they decide not to follow the suggestions they receive. The process of asking for advice paradoxically highlights the responsibility of the author for his or her own work. Under other formats for the classroom response, students believe that they are 'giving' their papers to the teacher, thereby ridding themselves of all responsibility. Asking for advice reminds students that the final responsibility is theirs. Readers, including the instructor, can then answer the following questions: What do you think is the main idea of this draft? What do you like best about the draft? What would you like to read more about? Please respond to your colleague's request for suggestions" (736).

Stephen Tchudi: "With training and instructor support, peers can often serve quite successfully as readers of each other's work. They can identify problems with organization, structure, accuracy of content, style, and correctness. Although peer editing consumes some class time, I find it time well spent and always build in a day for my students to share and critique drafts in the classroom. For the content teacher this time is not merely writing time, it is also content learning time, for the focus of such sessions should be kept on the knowledge and understanding of the paper and the clarity with which it is dis played. Usually the peers are divided into groups of three to five students. Papers may be read aloud to the small group, or authors can be told to bring in copies for each group member. Peer groups need guidance and direction from the instructor; students should not simply be split into groups and told to 'criticize' the papers. Generally I chalk two or three major questions on the board as guidance for the sessions; then as the peers read and discuss, I circulate about the class monitoring results. nRevision is an easy stage for the content instructor to neglect, but it is an important one for both knowing and writing. Learning theory suggests quite clearly that people learn most when they do things right, not wrong. Focusing on revision allows students to write better drafts before turning in final copy. I also think that content instructors will find that revised papers in the disciplines will show greater knowledge of the subject matter; once again, then, good teaching of writing is bound up with good teaching " (46).

Joanne Yates: " 1. Give positive feedback whenever possible; point out strengths as well as weaknesses. 2. Use personal conferences for difficult or sensitive problems. 3. Respond to specific problems with specific suggestions for improvement. 4. Do not 'grade' early drafts; reserve such judgments for final drafts. 5. Create sample 'self-critique' sheets to help students guide themselves. 6. Give students some responsibility for evaluating each other's work." (15)

Return to top of this page

How can instructors help students work effectively in revising groups?

Here are some useful questions to give your students for peer reviews. Note that instructors should not have students ask all these questions (or similar ones) at every revising session. Rather, instructors should pick some questions that seem most appropriate to the assignment and have the students work on two or three each time.

Purpose

• Where is this writing headed? Can readers clearly tell?
• Is it on one track, or does it shoot off in new directions?
• Is the writer trying to do too much? Too little?
• Does the author seem to care about his or her writing?

Content

• When you're through, can you easily summarize this piece or retell it in your own words?
• Can a reader understand it easily or are parts confusing?
• Are there parts that need more explanation or evidence?
• Are there places where the writer said too much or overexplained?
• Can the reader visualize the subject?
• Does it hold your interest all the way through?
• Did you learn something new from this paper?

Organization

• Do the main points seem to be in the right order?
• Does the writer give you enough information so that you know what he or she is trying to accomplish?
• Does the writing begin smoothly? Does the writer take too long to get started?
• What about the ending? Does it end crisply and excitingly?

Audience

• Who are the readers for this writing? Does the writer seem to have them clearly in mind? Will they understand him or her?
• Does the writer assume too much from the audience? Too little?
• What changes does the writer need to make to better communicate with the audience?

Language and Style

• Is the paper interesting and readable? Does it get stuffy or dull?
• Can you hear the writer's voice and personality in it?
• Are all difficult words explained or defined?
• Does the writer use natural, lively language throughout?
• Are the grammar, spelling, and punctuation OK?

(Tchudi 47)

Return to top of this page

What criteria should instructors use in evaluating student writing?

• If your goal is to use writing to enable students to become competent in the thinking and language of your discipline, you will evaluate both content and written expression. You may also consider the extent to which students observe the conventions of writing in the discipline.
• Stephen Tchudi advises, "Grade papers for content and place writing on a pass/fail basis." He says, "Content instructors who use this plan make clear that high-quality writing is a course expectation, and they describe what they mean by quality writing: it is well planned and coherent; it has gone through drafts and revisions; it follows standard edited written English practices. Papers that do not meet those criteria (or any other set described by the instructor) are returned to the student for revision. Under this plan, writing is treated as a vital part of content learning, but the arbitrariness of grading writing is avoided" (55-56).
• William Zinsser endorses a similar approach. He describes a method used by chemistry professor Estelle Meislich: "Here is a method I have used successfully for the past eight years in courses for both chemistry majors and non-majors. On every examination I ask at least one and often several questions that require a written response. Students are told that their answers must be written in acceptable English for credit. If I decide that a scientifically correct response is poorly written, the student cannot get credit for the correct answer until it is rewritten in correct English. The student has one week to return the rewritten paper for credit. During this time students are encouraged to meet with a writing tutor for help in rewriting. (I send the writing tutor a copy of the examination with correctly written answers to prepare him or her for students' requests for help.) Of course incorrect answers, no matter how well written, cannot be rewritten for credit. A paper that requires a rewritten answer will have two grades. The first one is for the originally submitted examination. The second grade, shown in parentheses, is the one that the student will receive if an acceptable rewritten answer is returned on time.... Once students accept the fact that correct but poorly written answers are unacceptable, most of them write more carefully. Eventually very few of them have to rewrite at all. In this way, writing becomes an integral part of the course without diminishing the chemical content" (204).
• Another way to evaluate student writing is to use grading schemes like the scale illustrated in the next section.

Return to top of this page

What type of analytic scale can be designed for evaluating content writing?

This sample scale attributes 70% of the grade to the successful explication of three content objectives, one weighed 30%, two others valued at 20%. An additional 30% of the grade is attributable to writing quality, divided equally among organization, clarity, and correctness. Space is left after each category for instructor comments.

                CONTENT EVALUATION SCORE (total of 70%)


Content Objective A (30%)

                                2 4 6 8 10 x 3 =  ______

Comments regarding content objective A:



Content Objective B (20%)

                                2 4 6 8 10 x 2 =  ______

Comments regarding content objective B:




Content Objective C (20%)

                                2 4 6 8 10 x 2 =  ______


Comments regarding content objective C:




                WRITING EVALUATION SCORE (total of 30%)


Organization (10%)

                                2 4 6 8 10 x 1 =  ______

Clarity (10%)

                                2 4 6 8 10 x 1 =  ______

Correctness (10%)

                                2 4 6 8 10 x 1 =  ______


Comments regarding writing objectives:




                 TOTAL SCORE FOR THE ASSIGNMENT:  ______


Overall reactions and suggestions:


          

(Tchudi 57)

Return to top of this page

Is it wise to label and correct every effort a student makes?

• The rationale behind labeling and correcting errors, especially on final drafts, is that this labor-intensive work is an effective pedagogical tool. We expect students to recognize the labels, learn from our corrections, and transfer this learning to subsequent writing assignments. When we put this theory into practice, however, we find that students are baffled and befuddled by many of our abbreviations, symbols, labels, and terms; awed by our ability to hunt down and correct errors of which they were totally unaware; relieved by our willingness to appropriate a job that is rightfully theirs; and unsure whether they should learn anything from the experience, except perhaps that there is usually a correlation between the amount of teacher editing and the paper grade: The greater the number or corrections, the lower the grade.
• Research indicates that the comments and corrections on final drafts have a negligible influence on students' subsequent writing performance and are only minimally useful as a tool for learning (Gee, Schroeder, Dudenhyer, Hausner, Harris, Thompson, Ziv). In order to be effective, we need to intervene earlier and respond to work-in-progress. At the final-draft stage, it is useful to circle spelling, usage, and punctuation errors for the purpose of having students correct them and resubmit the paper. But it is futile to rewrite sentences, correct, edit, or proofread student work.
• Cris Madigan provides useful guidelines for responding to student papers in an article entitled "Writing as a Means, Not an End" in the Journal of College Science Teaching (Feb.1987: 245-249):
  • Respond rather than grade: Sometimes good advice is more important than self-justification for a grade. You are more useful to the student before the final draft.
  • Select what to respond to: The amount of writing students do should be far more than a teacher can evaluate. Fifty percent of a student's grade can be based on good-faith participation. You can give checks or full credit to everyone who completes an assignment. Or you can read some assignments without telling students which ones.
  • Respond selectively: Let the assignment's purpose determine your response. If the aim is to test, then grade. If it's to promote discovery, praise discovery or ask questions to keep students looking.
  • Spread the burden: Don't do all the responding yourself. Use peer response groups, peer pairs, and self-assessment.

Return to top of this page

How can instructors handle paper load in courses with large enrollments?

• You can integrate significant amounts of writing into courses in large-lecture format without overburdening yourself. One approach is to assign and collect a number of assignments but select only a few to respond to or grade. Make clear to students that writing is a skill that requires continuous workout, a great deal of output, and constant practice. Not all of their production need be or can be monitored by the teacher.
• Throughout the semester you might assign ten one-page papers or microthemes, give checks or full-credit to students who complete the assignments, and select three microthemes for evaluation. If you wish, let the students select the papers they consider their best efforts.
• Another labor-saving technique is to respond selectively, keeping in mind the purpose of the assignment. For example, if the objective is for students to learn how to use various types of supports for a thesis, evaluate only the quality of the thesis supports in their papers. This strategy could be streamlined further if you used an analytic scale like the one presented earlier.
• Another way to reduce your paper load while expanding your students' roles as writers is to assign course journals or learning logs, collect them from time to time, and evaluate them on a pass/fail or credit/no credit basis as part of the broad course requirements. You need not read every journal entry. Instead, skim read the journal and comment briefly on selected pieces.
• The course journal serves many functions. It can be a repository for frequent, regu larly-scheduled in-class writing. You can ask students to write in their journals for a few minutes at various points in the period:
  • at the beginning of class to reflect on the day's topic or to generate ideas for discussion;
  • during class to engage themselves meaningfully with the content area under study; or
  • at the end of class to draw conclusions, reformulate, or reach closure on the material just discussed.
• You can also use journal entries as homework assignments. Each week, require students to do at least three entries responding to the course readings and textbook. Give them prompts which will move them beyond mere summary to interpretation, analysis, synthesis, and hypothesis. Any time you wish, you can collect particular journal entries to check if students have completed and understood the assigned reading.
• In addition to having students write on specified topics, you can require weekly self-sponsored entries. If you wish to avoid receiving entries which are too personal or intimate for a course journal, impose some restrictions on their form or content or distribute journal guidelines.

Return to top of this page

How do instructors give students "instructions in writing techniques specific to the discipline and clarification of requirements and methods of preparation for assignments"?

• To help students write like competent members of your discipline, you need to expose them to the various rhetorical forms the discipline uses and give them practice in the types of writing required for communicating information.
• Psychologists, for example, need to teach students how the discipline of psychology creates and transmits knowledge and how the conventions of the discipline shape psychological texts. If they require students to write psychological reports that adhere to the Guidelines of the American Psychological Association, they should devote class time to discussing the style and organization of these reports and to showing students how to conform to the expectations held by the journals in the field.
• A useful way to determine if you are conveying expectations about writing in your field is to check that your assignments contain answers to the following questions:

  Nomenclature

  • What do professionals in your field call this type of writing?
  • What are the parts of this type of writing?
  • What do you call them?

  Purpose

  • What are the most important goals of the writer?

  Audience

  • Who are the readers?
  • Are they experts?
  • How much can the writer assume that they know about the subject?
  • Are they general readers?
  • How much more does the author have to make explicit for an audience of non-experts?

  Stylistic Features

  • What do readers expect in terms of stance, format, style?
  • What is the average length for this type of writing?
  • What conventions about titles are observed?
  • Are sub-headings appropriate?
  • Are charts, graphs, illustrations usually provided?
  • Are passive constructions permissible?
  • Are complete sentences always required?
  • What type of documentation is used?
  • What is the preferred style sheet?

  Contexts

  • What are the reasons for the features above?
  • How do the nature of the discipline and the behavior of those within it influence choices of format, style, and documentation?

(Dick 179)

Return to top of this page

What types of guidelines can instructors provide for students learning the conventions of writing in a discipline?

• Most important, give students clear-cut guidelines. Take, for example, the guidelines provided by Richard Marius, Professor of History and Director of Harvard's Writing Program.

  10 common features of the essay about history:

  1. The essay has an argument. We write to persuade readers to believe something. "Why am I writing this essay?" "What do I want to tell my readers?" "What do I want them to believe?" Ask yourself these questions and answer them every time you write.

     I want people to believe that Robert E. Lee was chiefly responsible for the Confederate defeat in the battle of Gettysburg.

     I want people to believe that the highly praised eleventh edition of the Encyclopedia Britannica reveals many prejudices against women and blacks.

     I want people to believe that many historians have disagreed with one another on why Rome fell and that their opinions were related to broader cultural influences in their own times.

     Whatever your thesis--whatever you want your readers to know--stick to it. If you write about historians' opinions about the fall of Rome, don't digress into describing Roman temple architecture. Stick to your point.

  2. Good essayists get to the point quickly. Don't postpone stating your purpose. Let your readers know what you're doing as soon as you can. It's almost always a mistake to try to pull off a surprise ending in an essay about history. At the beginning of your paper, your readers should know the subject you are treating and the general direction you take in treating it.
     • Titles can help you get to the point. Devise a title that helps readers understand your purpose. For example, the title "Evangelical Thought: John Wesley and Jonathan Edwards" tells readers that the writer intends to study evangelical thought as it was expressed by John Wesley and Jonathan Edwards, who led religious revivals at the same time, Wesley in England and Edwards in America.
     • Go from a clear title to your purpose in the paper as quickly as you can. In the opening paragraph, plunge right in. Certainly by the end of the second paragraph readers should know your subject.
  3. A good historical essay is built on evidence. You may have opinions about how something happened, why it happened, who was most responsible and who was most affected, when it happened, where it happened. Unless you present evidence, no one will pay much attention to your opinions. Your readers are your judge and jury. You are the lawyer arguing your case.

     What is evidence? Evidence is detailed factual information that may give your readers reason to believe what you tell them. Are you writing a paper about Woodrow Wilson? Evidence may be

     • a book or an article about him written by a historian whose work is recognized and authoritative,
     • a book or article written by one of Wilson's contemporaries who knew him well,
     • a book or article written by a colleague at an occasion such as the Paris Peace Conference in 1919 after World War I.
  4. Writers of formal essays in history document their sources and avoid plagiarism. Readers want to know where your information comes from.
  5. Essays end simply and smoothly. You can end with a quotation expressing the main point of your essay. You can summarize the significance of the information you give your readers : What did it mean at the time? How did it affect events that came later? How does it affect us still today? You can sometimes come to the end of a series of events and stop with a concluding episode: "On July 5, 1863, Lee fell back toward the Potomac. The battle of Gettysburg was over." Avoid (1)preaching at the end, (2)making moral judgments on what you have told your readers, (3)introducing significant new information , (4)asking rhetorical questions.
  6. Most good essays about history are written in a dispassionate tone. Trust your readers. If characters you describe did terrible things, your readers can see that. If the characters did noble things, your readers can see that, too. If you spend your time telling them your feelings about Hitler or Stalin or some other villain from the past, you detract from the point you are trying to make, and your passion may be embarrassing. Let the facts speak for themselves.
  7. An essay should include original thoughts of the author; it should not be a rehash of others' thoughts. Don't disappoint your readers by telling them only what other people have said about your subject. Try to show them that by reading your work they will learn something or see something with a special vision. Try to contribute some interpretation that is your own. Be willing to take risks by asking questions about the information that others may not have asked, and by trying to answer those questions sensibly.
  8. Authors of essays consider their audiences. Your first audience will be your teacher and the other students in your class. Tell them something that you have learned or thought about, giving enough information for them to understand what you are telling them. Don't give them needless or irrelevant facts. Don't spend a lot of time telling them things they already know. Avoid falling into the trap of providing so much background for your paper that you never get to the subject itself.
  9. An honest essay takes contrary evidence into account. You do not weaken your case by recognizing opposing views; you strengthen your own argument by letting your readers know that you are aware of other ways of looking at the facts you present. They know then that you have studied the matter, that you have read more than one book or article, that you have surveyed the various opinions, and that you have arrived at your own argument. For example, if you should argue that Robert E. Lee was chiefly responsible for the Confererate defeat at Gettysburg, you must consider the argument by a number of historians that the blame should be laid at the feet of General James Longstreet, one of Lee's subordinates.
  10. Essayists use standard English and observe the common conventions of writing. It is a distraction to try to read a paper written by a writer who does not observe the conventions. Readers should be following what a writer is saying. They should not be asking themselves questions like these: "Is that word spelled correctly?" "Why has he not put a comma here?" "Why has she used this word?"

      In the world beyond school, few things about your writing will be more harshly judged than careless disregard for the conventions. "Look at this letter; it has three misspelled words in it. How can we have confidence in anyone like this?" We would all like to believe that our ideas are so compelling that no one can resist them, no matter how sloppy our use of the conventions may be. The world of readers who do not know us will judge otherwise.

  (Adapted from Richard Marius, A Short Guide to Writing about History. Glenview, IL: Scott, Foresman, 1989, 10-25.)

Return to top of this page

How should instructors "encourage students to use the Simon & Schuster Handbook for Writers?"

• The Simon & Schuster Handbook, a required text in both Composition 100 and Composition 101, functions as a basic reference book for questions on grammar, punctuation, and writing style. It also treats specific types of writing, such as the argument paper, the research report, and the rhetorical forms used in the humanities, social sciences, and natural sciences.
• The third edition of the Handbook is accompanied by a manual entitled Teaching Writing Across the Curriculum: A Guide for Instructors in All Disciplines, written by Ann Gebhard, of Cortland's English Department. Ann does an excellent job answering questions about teaching writing and using the Simon & Schuster Handbook in college courses.
• If you would like desk copies of the Handbook and Ann's manual, contact the Prentice-Hall sales representative.

Return to top of this page

References

Beach, R. (1979). "The Effects of Between-Draft Teacher Evaluation Versus Student Self-Evaluation on High School Students' Revising of Rough Drafts." Research in the Teaching of English, 111-119.

Dick, John A. R., and Robert M. Esch. (1985, May). "Dialogues Among Disciplines: A Plan for Faculty Discussions of Writing Across the Curriculum." College Composition and Communication, 178-182.

Dudenhyer, J. P. (1972). "An Experiment in Grading Papers." College Composition and Communication, 1972, 406-407.

Gee, T. "Students' Responses to Teachers' Comments." Research in the Teaching of English, 212-221.

Harris, M. (1979). "The Overgraded Paper: Another Case of More As Less." In G. Stanford (Ed.). Classroom Practices in Teaching English 1979-1980 : How to Handle Paper Load. Urbana, Ill.: National Council of Teachers of English.

Hausner, R. (1976). "Interaction of Selected Student Personality Factors and Teachers' Comments in a Sequentially-Developed Composition Curriculum." Dissertation Abstracts International, 5768-A.

Maimon, Elaine P. (1988, June) "Cultivating the Prose Garden." Phi Delta Kappan, 734-39.

Schroeder, T. (1973). "The Effects of Positive and Corrective Written Teacher Feedback on Selected Writing Behaviors of Fourth- Grade Children." Dissertation Abstracts International, 2935-A.

Tchudi, S. N. (1986). Teaching Writing in the Content Areas: College Level. National Education Association.

Thompson, R. F. (1981). "Peer Grading: Some Promising Advantages for Composition Research and the Classroom." Research in the Teaching of English, 172-174.

Yates, J. M. (1983). Research Implications for Writing in the Content Areas. Washington, D.C.: National Education Association, 15.

Zimmerman, S. S. (1978, Nov). "Writing for Chemistry." Journal of Chemical Education.

Zinsser, W. (1988). Writing to Learn. NY: Harper & Row.

Ziv, N. "The Effect of Teacher Comments on the Writing of Four College Freshmen." ERIC Document Reproduction Service NO ED 203 317.

Return to top of this page

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Writing Across the Curriculum

A Guide for Faculty

Section Two: Bibliography

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

---

Contents for Bibliography

 

1. General Writing Resources
   
2. Art Writing Resources
   
3. Biological Sciences Writing Resources
   
4. Chemistry Writing Resources
   
5. Economics Writing Resources
   
6. Education Writing Resources
   
7. English Writing Resources
   
8. Geography Writing Resources
   
9. Geology Writing Resources
   
10. History Writing Resources
    
11. International Communications and Culture Writing Resources
    
12. Mathematics Writing Resources
    
13. Music Writing Resources
    
14. Philosophy Writing Resources
    
15. Physical Education and Recreation Writing Resources
    
16. Physics Writing Resources
    
17. Political Science Writing Resources
    
18. Psychology Writing Resources
    
19. Science Writing Resources
    
20. Sociology Writing Resources
    

General Writing Resources
Addison, Joanne. "Data Analysis and Subject Representation in Empowering Composition Research." Written Communication. (1997): 106-128.

Bean, J. C., Drenk, D., & Lee, F. D. (1982). In C. W. Griffin (Ed.), Microtheme strategies for developing cognitive skills. Teaching writing in all disciplines (pp. 27- 38). San Francisco: Jossey- Bass.

Bechtel, J. (1985). Improving writing and learning: A handbook for teachers in every class. Boston: Allyn & Bacon.

Bent, V. H. (1987). Student fear and writing: Writing across the curriculum can help. In J. Self (Ed.), Plain talk: About learning and writing across the curriculum (pp. 145- 148). Commonwealth of Virginia: Virginia Department of Education.

Brostoff, A. (1979). Good assignments lead to good writing. Social Education, 43, 184- 186.

Gere, Anne Ruggles. ed. Into The Field: Sites of Composition Studies. New York: Modern Language Association of America, 1993.

Griffin, C. W. (1983). A process of critical thinking: Using writing to teach many disciplines. Improving College and University Teaching, 31, 121- 128.

Hill, M. (1991). Writing summaries promotes thinking and learning across the curriculum- - But why are they so difficult to write? Journal of Reading, 34, 536- 539.

Jordan, Eileen Herbert. "Writing the Personal Essay." The Writer. (1999): 7-9.

Kaufer, David S. and Brian S. Butler. Designing Interactive Worlds With Words. Mahwah, NJ: Lawrence Erlbaum Associates, 2000.

Keim, M. C. (1991). Creative alternatives to the term paper. College Teaching, 39, 105- 107.

Kurlifoff, P. C. (1991). Reaffirming the writing conference: A tool for writing teachers across the curriculum. Journal of Teaching Writing, 10, 45- 57.

Larson, R. (1983). Writing in the academic and professional disciplines. New York: Herbert Lehman College.

Lutzker, M. (1988). Research projects for college students: What to write across the curriculum. Westport, CT: Greenwood.

MacAllister, J. (1982). Responding to student writing. In C. W. Griffin (Ed.), Teaching writing in all disciplines (pp. 59- 66). San Francisco: Jossey- Bass.

Moss, A., & Holder, C. (1988). Improving student writing: A guidebook for faculty in all disciplines. Dubuque, IA: Kendall- Hunt.

Nolan, E. (1986). Writing and the senior seminar: Empowering students for entry into the scholarly community. In K. O'Dowd & E. Nolan (Eds.), Learning to write, writing to learn (pp. 19- 26). Livonia, MI: Madonna College Humanities Writing Program.

Odell, L. (1980). Teaching writing by teaching the process of discovery: An interdisciplinary enterprise. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 139- 154). Hillsdale, NJ: Erlbaum.

Powers, Katherine A. "A Reference Shelf for Writers." The Writer. (1997): 22-26.

Sanders, S. (1985). Learning logs: A communication strategy for all subject areas. Educational Leadership, 42, 7.

Schiff, P. (1982). Responding to writing: Peer critiques, teacher- student conferences, and essay evaluation. In T. Fulwiler & A Young (Eds.), Language connections: Writing and reading across the curriculum (pp. 153- 166). Urbana, IL: National Council of Teachers of English.

Shine, M. (1983). Motivating university students to write and publish. In C. Thaiss (Ed.), Writing to learn: Essays and reflections on writing across the curriculum. Dubuque, IA: Kendall Hunt.

Storlie, E. F., & Barwise, M. (1985). Asking good questions, getting good writing. Minneapolis, MN: Minneapolis Community College.

Tchudi, S. N. (1986). Teaching writing in the content areas: College level. Washington, D. C.: National Education Association.

Walvoord, B. F. (1985). Freshmen "focus," and writing across the curriculum. Freshman English News, 14, 13- 17.

Return to top of this page

Art Writing Resources

Anderson, T. and S. McRorie. "A Role for Aesthetics in Centering the K-12 Art Curriculum." Art Education 50.3 (1997): 6-14.

Barnet, S. (1993). A short guide to writing about art (4th ed.). New York: Harper Collins.

Carrier, David. Artwriting. Amherst, MA: The University of Massachusetts Press, 1987.

Carrier, David. Principles of Art History Writing. University Park, PA: The Pennsylvania State University Press, 1991.

Jeffers, Carol S. "Drawing on Semiotics." Art Education 53.6 (2000): 40-45.

Kowalchuck, Elizabeth A. "In Their Own Words: What Student Art Teachers Sat They Learn and Need." Art Education 53.3 (2000): 18-23.

Sayre, H. M. (1989). Writing about art. Englewood Cliffs, NJ: Prentice Hall.

Thaiss, C. (1987). A journal in the arts. In T. Fulwiler (Ed.), The Journal Book (pp. 246- 253). Portsmouth, NH: Heinemann.

Thaler, R. (1980). Art and the written word. Journal of Basic Writing, 2, 72- 81.

Zimmerman, P. (1985). Writing for art appreciation. In A. R. Gere (Ed.), Roots in the sawdust: Writing to learn across the disciplines (pp. 47- 59). Urbana, IL: National Council of Teachers of English.

Return to top of this page

Biological Sciences Writing Resources

Ambron, J. (1987). Writing to improve learning in biology. Journal of College Science Teaching, 16, 263- 266.

Agutter, P. S. (1987). Precision testing a method for improving students' written work in biochemistry. Journal of Biological Education, 13, 25- 31.

Biddle, A. W., & Bean D. J. (1987). Writers guide: Life sciences. Lexington, MA: Heath.

Cannon, R. E. (1990). Experiments with writing to teach microbiology. American Biology Teacher, 52, 156- 58.

Cooley, A. P. (1980). Writing in science- - An innovation. American Biology Teacher, 42, 534- 536.

Council of Biology Editors (1978). CBE style manual: A guide authors, editors, and publishers in the biological sciences. Arlington, VA: Council of Biology Editors.

Creager, J. G. (1980). Teaching writing is every teacher's job. American Biology Teacher, 42, 273.

Flynn, E. A., McCullery, G. A. & Gratz, R. K. (1986). Writing in biology: Effects of peer critiquing and analysis of models on the quality of biology laboratory reports. In A. Young & T. Fulwiler (Eds.), Writing across the disciplines: Research into practice (pp. 160- 175). Upper Montclair, NJ: Boynton/Cook.

Fulwiler, T., & Jones, R. (1979). Writing in biology. College Composition and Communication, 30, 308- 310.

Gragson, G. & Selzer, J. (1990, January). Fictionalizing the readers of scholarly articles in biology. Written Communication, 7, 25- 58.

Haas, Christina. "Learning to Read Biology: One Student's Rhetorical Development in College." Written Communication (1994): 43-80.

Hotchkiss, S. K., & Nellis, M. K. (1988). Writing across the curriculum: Team- teaching the review article in biology. Journal of College Science Teaching, 18, 45- 47.

House, K. (1983). Improving student writing in biology. American Biology Teacher, 45, 267- 270.

Jacobs, D. and R. Moore. "Concept-driven Teaching and Assessment in Invertebrate Zoology." Journal of Biological Education 32.3 (1998): 191-200.

Kronick, David A. The Literature of the Life Sciences: Reading, Writing, Research. Philadelphia, PA: ISI Press, 1985.

Kumar, L., Burke, D. D., & O'Connor, C. (1989). An innovative biology lab for underprepared biology majors. American Biology Teacher, 51, (3), 155- 158.

Martin, K. H. (1989). Writing "microthemes" to learn human biology. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 113- 121). New York: Teachers College Press.

Meyers, G. (1985). The social construction of two biologists' proposals. Written Communication, 2, 219- 45.

Meyers, G. (1990). Writing biology: Texts in the social construction of scientific knowledge. In G. Levine (Ed.), Science and literature series. Madison University of Wisconsin Press.

McMillan, V. E. (1988). Writing papers in the biological sciences. New York, NY: St. Martin's.

Moore, R. (1991). How we write about biology. American Biology Teacher, 53, 388- 389.

Pechenik, J. A. (1993). A short guide to writing about biology (2nd ed.). New York: Harper Collins.

Spanier, B. (1992). Encountering the biological sciences: Ideology, language, and learning. In A. Herrington & C.
Moran (Eds.), Writing, teaching, and learning in the disciplines. NY: Modern Language Association, 193- 212.

TePaske, E. R. (1982). Writing in biology: One way to improve analytical thinking. American Biology Teacher, 44, 98- 99.

Thompson, Dorothy K. "Arguing for Experimental Facts in Science: A Study of Research Article Results Sections in Biochemistry." Written Communication (1993): 106-127.

Woodford, Peter F. ed. Scientific Writing for Graduate Students. New York: The Rockefeller University Press, 1968.

Return to top of this page

Chemistry Writing Resources
Bailey, R. A., & Geisler, C. (1991). An approach to improving communication skills in a laboratory setting. Journal of Chemical Education, 68, 150- 152.

Beall, H. (1991). In- class writing in general chemistry. Journal of Chemical Education, 68, 148- 149.

Bunting, Roger K. "Precise Writing for a Precise Science." Journal of Chemical Education 6.10 (1999): 1407-1408.

Cochran, J. C. (1982). A novel exam format for advanced courses. Journal of Chemical Education, 59, 217.

Kovac, Jeffrey and Donna W. Sherwood. "Writing in Chemistry: An Effective Learning Tool." Journal of Chemical Education 6.10 (1999): 1399-1403.

Labianca, D. A., & Reeves, W. J. (1985). Writing across the curriculum: The science segment. Journal of Chemical Education, 62, 400- 402.

Meese, G. (1987). Focused learning in chemistry research: Suzanne's journal. In T. Fulwiler (Ed.), The journal book (pp. 337- 347). Portsmouth, NH: Heinemann.

Miller, Audrey. Writing Reaction Mechanisms in Organic Chemistry. San Diego, CA: Academic Press, Inc. 1992.

Powell, A. (1985). A chemist's view of writing, reading, and thinking across the curriculum. College Composition and Communication, 36, 414- 418.

Rosenthal, L. C. (1987). Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education, 64, 996- 998.

Rymer, J. (1988). Scientific composing processes: How eminent scientists write journal articles. In D. A. Jollife (Ed.), Writing in academic disciplines: Advances in writing research. Vol. 2. Norwood, NJ: Ablex.

Schoenfeld, Robert. The Chemist's English. 2nd ed. Germany: VCH, 1992.

Shires, N. P. (1991). Teaching writing in college chemistry: A practical bibliography 1980- 1990. Journal of Chemical Education, 68, 494- 495.

Strauss, M. J., & Fulwiler, T. (1987). Interactive writing and learning chemistry. Journal of College Science Teaching, 16, 256- 262.

Thall, E., & Bays, G. (1989). Utilizing ungraded writing in the chemistry classroom. Journal of Chemical Education, 66, 662- 663.

Van Orden, N. (1987). Critical- thinking writing assignments in general chemistry. Journal of Chemical Education, 64, 506- 507.

Van Orden, N. (1988). Write an autobiography of an element. Journal of Chemical Education, 65, 995.

White, Mary Ann. "Statement of Learning Philosophy: Chrystallizing Student Goals and Opening Lines of Communication." Journal of Chemical Education 76.10 (1999): 1325-1326).

Return to top of this page

Economics Writing Resources
Atkinson, T. (1982). Politics and the business writing student: An approach to finding real writing projects. ABCA Bulletin, 45, 11- 12.

Baltensperger, B. H. (1987). Journals in economic geography. In T. Fulwiler (Ed.), The journal book (pp. 387- 390). Portsmouth, NH: Heinemann.

Coffinberger, R. L. (1983). Evaluating the classroom journal as a supplemental teaching strategy in business law. In C. Thaiss (Ed.), Writing to learn: Essays and reflections on writing across the curriculum (pp. 101- 106). Dubuque, IA: Kendall Hunt.

Corman, E. J. (1986). A writing program for accounting courses. Journal of Accounting Education, 4, 85- 95.

Crowe, D., & Youga, J. (1986). Using writing as a tool for learning economics. Journal of Economic Education, 17, 218- 222.

Drenk, D. (1982). Teaching finance through writing. In C. W. Griffin (Ed.), Teaching writing in all disciplines (pp.53- 58). San Francisco: Jossey- Bass.

Field, W. J., Wachter, D. R., & Catanese, A. V. (1985). Alternative ways to teach and learn economics: Writing, quantitative reasoning, and oral communication. Journal of Economic Education, 16, 213- 217.

Greco, J. (1984). Teaching intermediate microeconomics by adopting a writing strategy. Journal of Business Education, 59, 254- 256.

Hemmeter, T., & Conners, D, (1987). Research papers in economics: A collaborative approach. Journal of Advanced Composition, 7, 81- 91.

Henery, L. H. (1986). Clustering: Writing (and learning) about economics. College Teaching, 34, 89- 93.

Jacobsen, Joyce P. "Incorporating Data Collection and Written Reports in Microeconomics." Journal of Economic Education 25.1 (1994): 31-43.

Marcoulides, G. A., & Simkin, M. G. (1991). Evaluating student papers: The case for peer review. Journal of Education for Business, 67, 80- 83.

May, G. S., & Arevalo, C. (1983). Integrating effective writing skills in the accounting curriculum. Journal of Accounting Education, 1, 119- 126.

McElroy, Jerome L. "The Mentor Demonstration Model: Writing with Students in Senior Economics Seminar." The Journal of Economic Education 28.1 (1997): 31-35.

Officer, Lawrence H., Daniel H. Saks, and Judith A. Saks. So You Have to Write an Economics Term Paper.... East Lansing, MI: Graduate School of Business Administration, 1980.

Palmini, Dennis J. "Using Rhetorical Cases to Teach Writing Skills and Enhance Economic Learning." The Journal of Economic Education 27.3 (1996): 205-216.

Piette, Michael J. and Kevin L. Ross. "An Analysis of the Determinants of Co-Authorship in Economics." The Journal of Economic Education 23.3 (1992): 277-284.

Roundy, N. (1982). A process approach to teaching the abstract. ABCA Bulletin, 45, 34- 38.

Shibli, A. (1992). Increasing learning with writing in quantitative and computer courses. College Teaching, 40, 123- 127.

Stocks, K. D., Stoddard, T. D., & Waters, M. L. (1992). Writing in the accounting curriculum: Guidelines for professors. Issues in Accounting Education, 7, 193- 204.

Soskins, M. D., & Eldblom, N. (1984, April 7). Integrating the term paper into economics courses at liberal arts colleges: Industry case studies papers at SUNY Potsdam. A preliminary study. Paper presented at the annual meeting of the New York State Economic Association, Syracuse, NY. (ERIC ED 246 732).

Tobey, D. M. (1979). Writing instruction in economic courses: Experimentation across disciplines. Journal of Northeastern Agricultural Economics Council, 8, 159- 164.

Return to top of this page

Education Writing Resources

Ackerman, John M. "The Promise of Writing to Learn." Written Communication (1993): 334-370.

Coleman, E. B. (1992). Writing to learn, writing to think in a computer course for preservice teachers. Journal of Computing in Teacher Education, 8, 4- 6.

Daisey, P. (1993). Three ways to promote the values and uses of literacy at any age. Journal of Reading, 36, 436.

Rousculp. E. E. & Maring, G. H. (1992). Portfolios for a community of learners. Journal of Reading, 35, 378.

Schriver, Karen A. "Teaching Writers to Anticipate Reader's Needs: A Classroom-Evaluated Pedagogy." Written Communication (1992): 179-208.

Silva, Tony, Ilona Leki, and Joan Carson. "Broadening the Perspective of Mainstream Composition Studies: Some Thoughts from the Disciplinary Margins." Written Communication (1997): 360-397.

Sperling, Melanie. "Dialogues of Deliberation Conversation in the Teacher-Student Writing Conference." Written Communication (1991): 131-162.

Watson, K. and M. A. Traxler. Writing across the curriculum: creating a professional writing sequence for a teacher education program. (ERIC Document Reproduction Service No. 351294).

Zhu, Wei. "Effects of Training for Peer Response on Students' Comments and Interactions." Written Communication (1995): 492-528.

Return to top of this page

English Writing Resources

Atwell, Nancie. (1987). Building a dining room table: Dialogue journals about reading. In T. Fulwiler (Ed.), The journal book. Portsmouth, NH: Boynton, 111- 118.

Barnet, S. (1992). A short guide to writing about literature (6th ed.). New York: Harper Collins.

Bauso, J. A. (1988, December). Incorporating reading logs into a literature course. Teaching English in the Two- Year College, 255- 261.

Flynn, E. A. (1986). Composing responses to literary texts: A process approach. In A. Young & T. Fulwiler (Eds.), Writing across the disciplines: Research into practice (pp. 208- 214). Urbana, IL: National Councils of Teachers of English.

Galin, L. (1987). Losing control and liking it: Journals in Victorian Literature. In T. Fulwiler (Ed.) The journal book pp. 111- 118. Portsmouth, NH: Boynton.

Gilles, C. (1989). Reading, writing, and talking: Using literature study groups. English Journal, 78, 138- 141.

Herrington, Anne J. "Teaching, Writing, and Learning: A Naturalistic Study of Writing in an Undergraduate Literature Course." Advances in Writing Research Volume Two: Writing in Academic Disciplines. Ed. David A. Jolliffe. Norwood, NJ: Ablex Publishing Corporation, 1988.

Jacobs, E. (1983). Improving the literature class as we've improved the writing class. In C. Thaiss (Ed.), Writing to learn: Essays and reflections on writing across the curriculum (pp. 56- 62). Dubuque, IA: Kendall Hunt.

McMahan, C. (1985). Writing across the English curriculum: Using journals in literature class. Teaching English in the Two Year College, 12, 269- 271.

Newell, George E. "The Effects of Written Between-Draft Responses on Students' Writing and Reasoning About Literature." Written Communication (1994): 311-347.

Rosenblatt, L.M. Literature as Exploration. 3rd ed. New York: Modern Language Association, 1984.

Smagorinsky, Peter and John Coppock. "Cultural Tools and the Classroom Context: An Exploration of an Artistic Response to Literature." Written Communication (1994): 283-310.

Return to top of this page

Geography Writing Resources

Baerwald, T. J. (1984). Writing geography for popular periodicals. Journal of Geography, 83, 85- 86.

Baltensperger, B. H. (1987). Journals in economic geography. In T. Fulwiler (Ed.), The journal book pp. 387- 390. Portsmouth, NH: Boynton.

Durrenberger, Robert W. Geographical Research and Writing. New York: Thomas Y. Crowell Company, 1971.

Estavilla, L. E. (1988). Debate: A teaching strategy for geography. Journal of Geography, 87, 2- 4.

Libbes, M. & Young, D. (1983). Teaching writing in geography classes. Journal of Geography, 82, 23- 26.

Nordstrom, K. F. (1984). Guidelines for writing term papers in geography courses. Journal of Geography, 83, 21- 25.

Proctor, James D., Paul C. Sutton, and George H. Michaels. "Multimedia Guided Writing Modules for Introductory Human Geography." Journal of Geography 94.6 (1995): 571-577.

Walker, Dan. "Put it in Writing: Using Maps to Stimulate Writing in Geography Classrooms." Journal of Geography 95.4 (1996): 158-161.

Winchell D. and Elder, D. (1992) Writing in the geography curriculum. Journal of Geography, 9, 273- 76.

Steiner, S. F. (1993). Preparing prospective elementary teachers to teach geographical features with an integrated approach: Teacher's notebook. Journal of Geography, 92, 231- 33.

Sublett, M. D. Student journals: One geographer's perspective. (ERIC Document Reproduction Service No. ED 307201).

Return to top of this page

Geology Writing Resources

Black, Nancy Rodriguez. "Creative Writing in Historical Geology as an Alternative to the Standard Geologic Report." Journal of Geological Education 42.2 (1994): 129-133.

Cochran, W., Fenner P., & Hill, M. (1993). Geowriting: A guide to writing, editing, and printing in Earth Science. Washington: American Geological Institute.

Davis, L. E. (1991). Student abstract writing as a tool for writing across the curriculum in large introductory geology courses. Journal of Geological Education, 39, 178- 80.

Halsor, S. P. (1991). Enhanced student learning through writing in a physical geology class. Journal of Geological Education, 39, 181- 84.

Hodgson, E. (1978). Technical report writing in the geosciences in American colleges and universities: An evaluation and recommendation. Journal of Geological Education, 261, 189- 93.

MacDonald R. H. (1991). Journal assignments in an introductory geology course help student and teacher. Journal of Geological Education, 39, 187- 89.

Macdonald, R. Heather and Susan Howes Conrad. "Writing Assignments Augment Learning in Introductory Geology Courses." Journal of Geological Education 40.4 (1992): 279-286.

MacDonald, R. & Purdy, R. (1989). Description and evaluation of a short writing assignment in historical geology. Journal of Geological Education, 37, 117- 20.

McCartney, Kevin. "Preparing a Term Paper for a Physical Geology Course." Journal of Geological Education 40.1 (1992): 62-65.

Mirsky, A. (1991). Writing assignments as a continuum in geoscience. Journal of Geological Education, 39, 232- 36.

Mirsky, A. (1977). Teaching report skills in geoscience to undergraduates. Journal of Geological Education, 25, 157- 63.

Norris, R. M.. (1983). Field geology and the written word. Journal of Geological Education, 31, 184- 89.

Schneiderman, J. S. (1991). Learning geology by writing about the history of geology. Journal of Geological Education, 39, 185- 87.

Steinker, D. C. (1981). A course in research and writing for graduate students in geology. Journal of Geological Education, 29, 180- 83.

Tinker, J. R. (1986). Technical writing in hydrogeology. Journal of Geological Education, 34, 25- 27.

Triplehorn, D. M., Hok, C. & Hansen, E. (1974, November). Technical articles. Journal of Geological Education, 215- 16.

Underwood, James Ross, Jr. "Writing Clearly and Concisely--A Voice from the Past." Journal of Geological Education 43.2 (1995): 132-133

Wiswall, C. Gil and LeeAnn Srigi. "Using Writing in Small Groups to Enhance Learning." Journal of Geological Education 43.4 (1995): 334-340.

Return to top of this page

History Writing Resources

Benjamin, J. R. (1987). A student's guide to history. New York, NY: St. Martin's.

Beyer, B. K. (1980). Using writing to learn history. History Teacher, 13, 167- 178.

Botein, S. Ed. (1977). Experiments in history teaching. Cambridge: Harvard U, Danforth Center.

Bozyk, D. (1986). Conversational writing: The value of informal letter writing in the college history course. In K.
O'Dowd & E. Nolan (Eds.), Learning to write, writing to learn (pp. 39- 45). Livonia, MI: Madonna College Humanities Writing Program.

Briehan, J. R. (1986). Prewriting in college history courses. Perspectives: American Historical Association Newsletter, 24, 20- 21.

Brostoff, A., & Beyer, B. K. (1980). An approach to integrating writing into a history course. Journal of Basic Writing, 2, 36- 52.

Brundage, A. (1989). Going to the sources: A guide to historical research and writing. Arlington Heights, IL: Harlan Davidson

Cassara, E. (1985). The student as detective, an Undergraduate exercise in historiographical research. The History Teacher, 18, 581- 591.

Greene, S. (1993). The role of task in the development of academic thinking through reading and writing in a college history course. Research in the Teaching of English, 27, 46- 75.

Holsinger, D. (1983). Writing to learn history. In C. Thaiss (Ed.) Writing to learn: Essays and reflections on writing across the curriculum (pp. 49- 55). Dubuque, IA: Kendall Hunt.

Keightley, D. (1979). Improving student skills in a history lecture course. History Teacher, 12, 171- 179.

Kent, Sherman. Writing History. 2nd. ed. New York: Appleton Century Crofts, 1967.

Kentleton, J. (1981). The importance of the essay. Teaching History, 29, 25- 27.

Levitin, Sonia. "Discovering a Story in History." The Writer (1997): 9-11.

Lorence, J. L. (1983). The critical analysis of documentary evidence: Basic skills in the history classroom. Teaching
History: A Journal of Methods, 8, 77- 84.

Mahoney, James. Local History: A Guide for Research and Writing. Washington, DC: National Education Association, 1981.

Marius, R. (1989). A short guide to writing about history. New York: Harper Collins.

Mulholland, B.M. (1987) It's not just the writing. In T. Fulwiler (Ed.), The journal book. (pp. 227-238). Portsmouth, NH: Boynton/Cook.

Rebhorn, M. (1985). What does "writing across the disciplines" mean to historians? Teaching English in the Two- Year College, 12, 265- 268.

Sherman, S. W. (1986). Inventing an elephant: history as composition. In T. Newkirk (Ed.), Only connect: Uniting reading and writing. (pp. 211- 226). Upper Montclair, NJ: Boynton/Cook.

Simon, L. (1991). Decoding writing assignments. History Teacher, 24, 149- 55.

Steffens, H. (1991). Using informal writing in large history classes: Helping students to find interest and meaning in history. Social Studies, 82, 107- 09.

Steffens, H. (1991). Helping students improve their own writing: The self- conference sheet. History Teacher, 24, 239- 41.

Steffens, H. (1989). Designing history writing assignments for student success. Social Studies, 80, 59- 63.

Steffens, H. (1987). Journals in the teaching of history. In T. Fulwiler (Ed.) The journal book (pp. 219- 226). Portsmouth, NH: Heinemann.

Steffens, H. J., & Dickerson, M. J. (with T. Fulwiler). (1987). Writer's guide: History. Lexington, MA: D. C. Heath.

Stockton, Sharon. "Writing in History: Narrating the Subject of Time." Written Communication (1995): 47-73.

Strenski, E. (1982). Lightening the burden of assigned writing: Editing guides for self and peer evaluation. History Teacher, 16, (1), 9- 17.

Theiman, G. Y. (1992). Using fictional journals to study under-represented groups in history. Social Education, 56, 185- 86.

Watson, T. (1985). Writing to learn history. In A. R. Gere (Ed.), Roots in the sawdust: Writing to learn across the disciplines (pp. 137- 147). Urbana, IL: National Council of Teachers of English.

Woodward, C. Vann. Thinking Back: The Perils of Writing History. Baton Rouge, LA: Louisiana State University Press, 1986.

Return to top of this page

International Communications and Culture Writing Resources

Barnett, M. (1989, October). Writing as a process. The French Review. 63, 31- 44.

Dodds, Dinah. "Using Film to Build Writing Proficiency in a Second-Year Language Class." Foreign Language Annals 30.1 (1997): 140-148.

Gaudiani, C. (1981). Teaching composition in the foreign language curriculum. Washington, D. C.: Center for applied linguistics. (ERIC Document Reproduction Service No. ED 209 961).

Kauffman, Ruth A. "Writing to Read and Reading to Write: Teaching Literature in the Foreign Language Classroom." Foreign Language Annals 29.3 (1996): 396-402.

Klein, I. (1990). Teaching in a liberal arts college: How foreign language courses contribute to "writing across the curriculum" programs. Modern Language Journal, 74, 28- 35.

Manley, Joan H. and Linda Calk. "Grammar Instruction for Writing Skills: Do Students Perceive Grammar as Useful?" Foreign Language Annals 30.1 (1997): 73-83.

Martinez-Gibson, Elizabeth A. "A Study on Cultural Awareness Through Commercials and Writing." Foreign Language Annals 31.1 (1998): 115-141.

Morocco, G., & Soven, M. (1990). Writing across the curriculum in the foreign language class: Developing a new pedagogy. Hispania, 73, 845- 849.

Peterson, D. (1985). Writing to learn German. In A. R. Gere (Ed.), Roots in the sawdust: Writing to learn across the disciplines (pp. 46- 59. Urbana, IL: National Council of Teachers of English.

Ruiz-Funes, Marcela. "The Process of Reading-To-Write Used by a Skilled Spanish-As-a-Foreign Language Student: A Case Study." Foreign Language Annals 32.1 (1999): 45-62.

Sandler, K. W. (1987). Letting them write when they can't even talk? Writing as discovery in the foreign language classroom. In T. Fulwiler (Ed.), The journal book (pp. 312- 320). Portsmouth, NH: Boynton, 312- 320.

Tabor, K. (1984). Gaining successful writing in the foreign language classroom. Foreign Language Annals, 17, 123- 24.

Return to top of this page

Mathematics Writing Resources

Able, J. P., & Abel, F. J. (1988). Writing in the mathematics classroom. Clearing House, 62, (4), 155- 158.

Barnes, Julia A. "Creative Writing in Trigonometry." Mathematics Teacher 92.6 (1999): 498-529.

BeMiller, S. (1987). The mathematics workbook. In T. Fulwiler (Ed.), The journal book (pp. 359- 366). Portsmouth, NH: Heinemann.

Berlinghoff, W. P. (1989). Locally original mathematics through writing. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 88- 94). New York: Teachers College Press.

Buerk, D. (1986). Carolyn Werbel's journal: Voicing the struggle to make meaning of mathematics. Working paper No. 160. Wellesley, MA: Wellesley College Center for Research on Women. (ERIC Document Reproduction Service No. ED 297 977).

Birken, M. (1989). Using writing to assist learning in college mathematics classes. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 33- 47). New York: Teachers College Press.

Borasi, R., & Rose, B. J. (1989). Journal writing and mathematics instruction. Educational Studies in Mathematics, 20, 347- 365.

Botstein, L. (1989). Foreword: The ordinary experience of writing. In P. Connolly & T. Vilardi (Ed), Writing to learn mathematics and science (pp. xi- xviii). New York: Teachers College Press.

Carlson, David, Charles R. Johnson, David C. Lay, A. Duane Porter, Ann Watkins, and William Watkins, eds. Resources For Teaching Linear Algebra. Washington, DC: The Mathematical Association of America, 1997.

Connolly, P., and Vilardi, T. (1989). Writing to learn mathematics and science. NY: Teachers College Press.

Ganguli, A. B. (1989). Integrating writing in developmental mathematics. College Teaching, 47, 140- 142.

Goldberg, D. (1983). Integrating writing into the mathematics curriculum. Two- Year College Mathematics Journal, 14, 421- 24.

Golembo, Vadin. "Writing a PEMDAS Story." Mathematics Teaching in the Middle School 5.9 (2000): 574-603.

Gopen, G. D., & Smith, D. A. (1989). What's an assignment like you doing in a course like this? Writing to learn mathematics. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 209- 228). New York: Teachers College Press.

John- Steiner, V. (1989). Is mathematics a language? In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 285- 289). New York: Teachers College Press.

Keith, S. Z. (1988, December). Explorative writing and learning mathematics. Mathematics Teacher, 714- 719.

Keith, S. Z. (1989). Exploring mathematics in writing. In P. Connolly & t. Vilardi (Eds.), Writing to learn mathematics and science (pp. 134- 146). New York: Teachers College Press.

Keith, S. Z., & Keith, P. (1985, June). Writing and learning college mathematics. Paper presented at the annual meeting of the Conference on English Education, Cedar Rapids, IA. (ERIC Document Reproduction Service No. ED 264- 570).

Kennedy, B. (1985). Writing letters to learn math. Learning, 13, (6), 58- 59, 61.

Kennedy, J. (1980). Mathematics and the art of writing. In J. Z. Flinn (Ed.), Reflections on writing: Programs and strategies for classrooms K- 12 (pp. 71- 74). St. Louis: Gateway Writing Project.

Kenyon, R. W. (1987). Writing is problem solving. Amherst, MA: University of Massachusetts, Scientific Reasoning Research Institute. (ERIC Document Reproduction Service No. ED 300- 427). Reprinted in P. Connolly & T. Villardi (Eds.), 1989, Writing to learn mathematics and science (pp. 73- 87). New York: Teachers College Press.

Kern, Cherlyn. "Sharing Teaching Ideas: Descriptive-Paragraph Miniproject." Mathematics Teacher 90.5 (1997): 362-385.

King, B. (1982). Using writing in the mathematics class: Theory and practice. In C. W. Griffin (Ed.), Teaching writing in all disciplines (pp. 39- 44). San Francisco: Jossey- Bass.

Layzer, D. (1989). The synergy between writing and mathematics. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 122- 133). New York: Teachers College Press.

LeGere, A. (1991). Collaboration and writing in the mathematics classroom. The Mathematics Teacher, 84, 166- 171.

Lesnak, R. J. (1989). Writing to learn: An experiment in remedial algebra. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 147- 156). New York: Teachers College Press.

Lipman, M. R. (1981, September). Mathematics term paper! Mathematics Teacher, 453- 54.

Madigan, C. (1987, February). Writing across the curriculum resources in science and mathematics. Journal of College Science Teaching, 250- 253.

Marwine, A. (1989). Reflections on the uses of informal writing. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 56- 69). New York: Teachers College Press.

Mett, C. L. (1989). Writing in mathematics: Evidence of learning through writing. Clearing House, 62, 293- 296.

Mullin, W. J. (1989). Qualitative thinking and writing in the hard sciences. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 198- 208). New York: Teachers College Press.

Paik, M. K., & Norris, E. M. (1983). Writing to learn in statistics, mathematics, and computer science: Two views. In C. Thaiss (Ed.), Writing to learn: Essays and reflections on writing across the curriculum (pp. 107- 115). Dubuque, IA: Kendall Hunt.

Powell, A. B. & Lopez, J. A. (1989). Writing as a vehicle to learn mathematics: A case study. In P. Connolly & T.
Vilardi (Eds.), Writing to learn mathematics and science (pp. 157- 177). New York: Teachers College Press.

Rose, B. (1989b). Writing and mathematics: Theory and practice. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 15- 30). New York: Teachers College Press.

Schmidt, D. (1985). Writing in math class. In A. R. Gere (Ed.), Roots in the sawdust: writing to learn across the curriculum (pp. 104- 116). Urbana, IL: National Council of English Teachers.

Selfe, C. L., Petersen, B. T., & Nahrgang, C. L. (1986). Journal writing in mathematics. In A. Young & T. Fulwiler (Eds). Writing across the disciplines (pp. 192- 207). Upper Montclair: Boynton.

Silver, Jennifer Williams. "A Survey on the Use of Writing-to-Learn in Mathematics Classes." Mathematics Teacher 92.6 (1999): 388-402.

Vukovich, D. (1985). Ideas in practice: Integrating math and writing through the math journal. Journal of Developmental Education, 9, 19- 20.

Return to top of this page

Music Writing Resources

Ambrose, J. (1987). Music journals. In T. Fulwiler (Ed.), The journal book (pp. 261- 268). Portsmouth, NH:
Heinemann.

Brittin, Ruth V. and Jaynem M. Standley. "Researches in Music Education/Therapy: Analysis of Publications, Citations, and Retrievability of Work." Journal of Research in Music Education 45.1 (1997): 145-160.

Hamann, Donald L. and Keitha V. Lucas. "Establishing Journal Eminance in Music Education Research." Journal of Research in Music Education 46.3 (1998): 405-413.

Irvine, Demar. Writing About Music. 2nd ed. Seattle, WA: University of Washington Press, 1956.

Larson, C. M., & Merrion, M. (1987). Documenting the aesthetic experience: The music journal. In T. Fulwiler (Ed.), The journal book (pp. 254- 260). Portsmouth, NH: Heinemann.

LeBlanc, Albert and Jan McCrary. "Acquiring Criteria of Excellence for Scholarly Journals in Music." Journal of Research in Music 39.3 (1991): 206-215.

Popoff, L. A. (1986). In- class writing to facilitate learning in music theory courses. In K. O'Down & E. Nolan (Eds.), Learning to write, writing to learn (pp. 27- 31). Livonia, MI: Madonna College Humanities Writing Program.

Redmon, J. (1986). If music be the food of thought, write on: Writing in the general music class. In K. O'Dowd & E. Nolan (Eds.), Learning to write, writing to learn (pp. 72- 74). Livonia, MI: Madonna College Humanities Writing Program.

Rodriguez, Carlos Xavier. "Childrens' Perception, Production, and Description of Musical Expression." Journal of Research in Music Education 46.1 (1998): 48-61.

Wingell, R. J. (1990). Writing about music: An introductory guide. Englewood Cliffs, NJ: Prentice Hall.

Return to top of this page

Philosophy Writing Resources

Belnap, Nuel. "Declaratives Are Not Enough." Philosophical Studies 59.1 (1990): 1-30.

Berger, J. (1984). Writing to learn in philosophy. Teaching Philosophy, 7, 217- 222.

Bosley, D. S., & Jacobs, J. (1992). Collaborative writing: A philosopher's guide. Teaching Philosophy, 15, 17- 32.

Carella, M. J. (1983). Philosophy as literacy: Teaching college students to read critically and write cogently. College Composition and Communication, 34, 57- 61.

Coppenger, M. (1979). Written dialogue: An alternative to the term paper. Teaching Philosophy, 3, 197- 202.

Cunningham, F. J. (1985). Writing philosophy: Sequential essays and objective tests. College Composition and Communication, 36, 166- 172.

Daniel, S. H. (1979). Preparations for a research paper in philosophy. Teaching Philosophy, 3, 185- 188.

Faulconer, J. E., Williams, R. N., & Packard, D. J. (1988). Using critical reasoning to teach writing. Teaching Philosophy, 11, 229- 244.

Fishman, S. M. (1985). Writing- to- learn in philosophy: A before and after story. Teaching Philosophy. 11, 229- 244.

Fishman, S. M. (1989). Writing and philosophy. Teaching Philosophy, 8, 331- 334.

Fuller, Steve. "Whose Bad Writing." Philosophy and Literature 23.1 (1999): 174-180.

Garver, E. (1983). How to develop ideas: The contribution philosophy can make to improve literacy. Teaching Philosophy, 6, 97- 102.

Geisler, Cheryl. Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

Gorvitz, S. (1979). Taped commentary on student writing. Teaching Philosophy, 3, 189- 195.

Gunn, A. S. (1979). Writing philosophical essays: Guidance notes for students. Teaching Philosophy, 3, 203- 211.

Kent, O. T. (1987). Student journals and the goals of philosophy. In T. Fulwiler (Ed.), The journal book (pp. 269- 277). Portsmouth, NH: Heinemann.

McCarthy, L. P., & S. M. (1991). Boundary conversations: Conflicting ways of knowing in philosophy and interdisciplinary research. Research in the Teaching of English, 25, 419- 68.

Martinish, A. P. (1989). Philosophical writing: An introduction. Englewood Cliffs, NJ: Prentice Hall.

North, S.M. (1987). The philosophical journal: Three case studies. In T. Fulwiler (Ed.), The journal book (pp. 278-288). Portsmouth, NH: Heinemann.

Pizer, Donald. "Bad Critical Writing." Philosophy and Literature 22.1 (1998): 69-82.

Pletcher, G. K. (1983). Literacy and the study of philosophy. Teaching Philosophy, 6, 109- 115.

Richmond, S. (1979). When to begin writing. Teaching Philosophy, 3, 181- 183.

Russell, K., & Robertson, L. (1986). Teaching analytic reading and writing: A feminist approach. Teaching Philosophy, 9, 207- 217.

Sautter, R. C. (1992). Student- written philosophical journals. Teaching Philosophy, 15, 239- 250.

Spader, P.H. (1979). Writing a philosophy paper. Teaching Philosophy, 3, 177- 179.

Return to top of this page

Physical Education and Recreation Writing Resources

Anderson, W. G. (February, 1988). Preparing and using the written curriculum. Journal of Physical Education and Recreation.

Brustad, Robert J. "Editorial Perspectives: The Contribution of the Manuscript-Review Process to Knowledge Development in Sport and Exercise Psychology." Journal of Sports & Exercise Psychology 21.4 (1999): 307-312.

Franks, J. (1990, September/October). Students: write to learn. Strategies: A Journal for Physical and Sports Educators, 19- 20; 24.

Hinson, C. (1993, January 17- 18). Paper and pencils in physical education. Teaching Elementary Physical Education.

Jewell, D. L. (1980). Documentation: Shibboleth for professionalism. Therapeutic Recreation Journal, 14, 23- 29.

Kirk, D. and R. Tinning. (1992). Physical education pedagogical work as praxis. (ERIC Document Reproduction Service No. ED 350296).

Krane, Vikki, Mark B. Anderson and William B. Strean. "Issues of Qualitative Research Methods and Presentation." Journal of Sports & Exercise Psychology 19.2 (1997): 213-218.

Kroll, Walter P. Perspectives in Physical Education New York: Academic Press, 1971.

McCullick, Bryan A. and Stephen C. Coulon. "The Effects of Varying Supervisory Conferences on Pre-Service Teachers' Specificity, Pedagogical Focus, and Implementation of Written Behavioral Objectives." The Physical Educator 55.1 (1998): 38-49.

Metcalf, J. (1979, November/December). Teaching writing in physical education and recreation. Journal of Physical Education and Recreation, 50, 38.

Thorpe, JoAnn L. Methods of Research in Physical Education. Springfield, IL: Charles C. Thomas, 1986.

Return to top of this page

Physics Writing Resources

Bazerman, Charles. "Physicists Reading Physics: Schema-Laden Purposes and Purpose-Laden Schema." Written Communication 2.1 (1985): 3-24.

Boyce, Peter B. and Heather Dalterio. "Electronic Publishing of Scientific Journals." Physics Today 49.1 (1996): 42-47.

Day, L. H. From mere formulas to the bigger picture: Helping students in introductory physics see interconnectedness. (ERIC Document Reproduction Service No. ED 357356).

Fahnstock, Jeanne. "Accommodating Science: The Rhetorical Life of Scientific Facts." Written Communication 3.3 (1986): 275-296.

Geisler, Cheryl. Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

Grumbacher, J. (1987). How writing helps physics students become better problem solvers. In T. Fulwiler (Ed.), The journal book (pp. 323- 329). Portsmouth, NH: Heinemann.

Jensen, V. (1987). Writing in college physics. In T. Fulwiler (Ed.), The journal book (pp. 330- 336). Portsmouth, NH: Heinemann.

Jewett, J. W., Jr. (1991). Learning introductory physics through required writing assignments. Journal of College Science Teaching, 21, 20- 25.

Kirkpatrick, L. D., & Pittendrigh, A. S. (1984). A writing teacher in the physics classroom. Physics Teacher, 22, 159- 164.

Kopple, William J. Vainde. "Some Characteristics and Functions of Grammatical Subjects in Scientific Discourse.' Written Communication 11.4 (1994): 534-563.

Madigan, C. (1987). Writing across the curriculum resources in science and mathematics. Journal of College Science Teaching, 16, 250- 253.

Madigan, C. (1987). Writing as a means, not an end. Journal of College Science Teaching, 16, 245- 249.

Mullen, W. J. (1989). Writing in physics. Physics Teacher, 56, 70- 73.

Thompson, P. (1970). Why lab reports? Physics Teacher, 8, 204.

Return to top of this page

Political Science Writing Resources

Biddle, A. W., & Holland, K. M. (with T. Fulwiler). (1987). Writer's guide: Political science. Lexington, MA: D. C. Heath.

Bigelow, Bill and Linda Christiansen. "Write to Think: Teaching about Social Conflict Through Imaginative Writing." The Writing Notebook (1987): 11-14.

Brodsky, D., & Meagher, E. (1987). Journals and political science. In T. Fulwiler (Ed.), The journal book pp. 375- 386). Portsmouth, NH: Heinemann.

Farlow, D. E. (1989). Writing a research paper in political science. Glenview, IL: Scott.

Klem, Elizabeth and Charles Moran. "'Whose Machines Are These?' Politics, Power, and the New Technology." Pedagogy in the Age of Politics. Eds. Patricia A. Sullivan and Donna J. Qualley. Urbana, IL: National Council of Teachers, 1994. 73-87.

Mahoney, M. (1979). Essay writing in political education. Teaching Political Science, 7, 51- 72.

Mortensen, Peter. "Representations of Literacy and Region: Narrating 'Another America'." Pedagogy in the Age of Politics. Eds. Patricia A. Sullivan and Donna J. Qualley. Urbana, IL: National Council of Teachers, 1994. 100-120.

Paine, Charles. The Resistant Writer: Rhetoric as Immunity, 1850 to the Present. New York: State University of New York Press, 1999.

Pittendrign, A. S. (1991). A model for teaching writing in large introductory political science classes. Political Science Teacher, 2, 5- 10.

Qualley, Donna J. "Being Two Places at Once: Femenism and the Development of 'Both/And' Perspectives." Pedagogy in the Age of Politics. Eds. Patricia A. Sullivan and Donna J. Qualley. Urbana, IL: National Council of Teachers, 1994. 25-42.

Selcher, W. A., & McClellan, E. F. (1990). Sequential writing assignments in international relations and American government survey courses. Political Science Teacher, 3, 14- 16.

Return to top of this page

Psychology Writing Resources

Anderson, T. (1990). A psychodynamic approach to the teaching of writing: A hermeneutic dialogue. Teaching of Psychology, 17, 18- 22.

Anderson, W. P. (1982). The use of journals in a human sexuality course. Teaching of Psychology, 9, 105- 107.

Beers, S. E. (1985). Use of a portfolio writing assignment in a course on developmental psychology. Teaching of Psychology, 12, 94- 96.

Beers, S. E. (1986). Questioning and peer collaboration as techniques for thinking and writing about personality. Teaching of Psychology, 13, 75- 77.

Blevin- Knabae, B. (1987). Writing to learn while learning to write. Teaching of Psychology. 14, 239- 241.

Boice, R. (1982). Teaching of writing in psychology: A review of sources. Teaching of Psychology, 9, 143- 147.

Bond, L. A., & Magistrale, A. S. (with T. Fulwiler) (1987). Writer's guide: Psychology. Lexington, MA: D. C. Heath.

Calhoun, L. G., & Selby, J. W. (1979). Writing in psychology: A separate course? Teaching of Psychology, 6, 232.

Gorman, M. E., Gorman, M. & Young, A. (1986). Poetic writing in psychology. In A. Young and T. Fulwiler (Eds.), Writing across the disciplines: Research into practice. (pp. 139- 159). Upper Montclair, NJ: Boynton/Cook.

Hammond, Kenneth R. and Jeremiah M. Allen, Jr. Writing Clinical Reports. New York: Prentice Hall, 1953.

Harris, Peter. Designing and Reporting Experiments. Philadelphia, PA: Open University Press, 1986.

Herman, W. E. (1986). Psychological poetry: Learning through creative expression. In K. O'Dowd & E. Nolan (Eds.), Learning to write, writing to learn (pp. 75- 81). Livonia, MI: Madonna College Humanities Writing Program.

Hettich, P, (1976). The journal: An autobiographical approach to learning. Teaching of Psychology, 17, 36- 39.

Hettich, P. (1990). Journal writing: Old fare or novelle cuisine? Teaching of Psychology, 17, 36- 39.

Hinkle, S., & Hinkle, A. (1990). An experimental comparison of the effects of focused free-writing and other study strategies on lecture comprehension. Teaching of Psychology, 17, 31- 35.

Huber, Jack T. Report Writing in Psychology and Psychiatry. New York: Harper & Brothers, 1961.

Jolley, J. M., & Mitchell, M. L. (1990). Two psychologists' experiences with journals. Teaching of Psychology, 17, 40- 41.

Junn, E. N. (1989). "Dear Mom and Dad": Using personal letters to enhance students' understanding of developmental issues. Teaching of Psychology, 16, 135- 139.

Klopfer, Walter G. The Psychological Report. New York: Grune & Strutton, 1960.

Klugh, H. E. (1983). Writing and speaking skills can be taught in psychology classes. Teaching of Psychology, 10, 170- 171.

Levine, J. R. (1990). Using a peer tutor to improve writing in a psychology class: One instructor's experience. Teaching of Psychology, 17, 57- 58.

Madigan, R., & Brosamer, J. (1990). Improving the writing skills of students in introductory psychology. Teaching of Psychology, 17, 27- 30.

McGovern, T. V., & Hogshead, D. L. (1990). Learning about writing, thinking about teaching. Teaching of Psychology, 17, 5- 10.

Miller, S. U. (1979). Keeping a psychological journal. Gifted Child Quarterly, 23, 168- 175.

Nadelman, L. (1990). Learning to think and write as an empirical psychologist: The laboratory course in developmental psychology. Teaching of Psychology, 17, 45- 48.

Poe, R. E. (1990). A strategy for improving literature reviews in psychology courses. Teaching of Psychology, 17, 54- 55.

Price, D. W. W. (1990). A model for reading and writing about primary sources: The case of introductory psychology. Teaching Psychology, 17, 48- 53.

Rosnow, R. L., & Rosnow, M. (1986). Writing papers in psychology: A student guide. Belmont, CA: Wadsworth.

Sanford, J. F. (1983). Multiple drafts of experimental laboratory reports. In C. Thaiss (Ed.), Writing to learn: Essays and reflections on writing across the curriculum (pp. 119- 126). Dubuque, IA: Kendall Hunt.

Seligman, L. (1983). Writing in counseling and clinical psychology. In C. Thaiss (Ed.), Writing to learn: Essays and reflections on writing across the curriculum (pp. 90- 97). Dubuque, IA: Kendall Hunt.

Snodgrass, S. E. (1985). Writing as a tool for teaching social psychology. Teaching of Psychology, 17, 42- 44.

Willingham, D. B. (1990). Effective feedback on written assignments. Teaching of Psychology, 17, 10- 13.

Tallent, Norman. Psychological Report Writing. Englewood Cliffs, NJ: Prentice Hall, Inc., 1976.

Return to top of this page

Science Writing Resources

Biddle, A. W., & Bean, D. J. (with T. Fulwiler). (1987). Writer's guide: Life sciences. Lexington, MA: D. C. Heath.

Bowen, M. E., & Mazzeo, J. A. (Eds). (1979). Writing about science. New York: Oxford University Press.

Brillhart, L. V., & Debs, M. B. (1981). Teaching writing- - A scientist's responsibility. Journal of College Science
Teaching, 10, 303- 304.

Cory, W. (1982). A comprehensive bibliography on scientific and technical writing. Journal of College Science Teaching, 11, 351- 355.

Cunningham, Donald H. and Herman A. Estrin, eds. The Teaching of Technical Writing. Urbana, IL: National Council of Teachers of English, 1975.

Day, R. A. (1983). How to write and publish a scientific paper (2nd ed.). Philadelphia: ISI.

Foos, K. M. (1987). Abstracts can enhance writing skills. Journal of College Science Teaching, 16, 254- 255.

Grumbacher, J. (1987b). Writing to understand science: Theory and practice. In J. Self (Ed.), Plain talk: About learning and writing across the curriculum (pp. 27- 35). Commonwealth of Virginia: Virginia Department of Education.

Hamilton, D. (1978). Writing science. College English, 40, 32- 40.

Lavoie, D., & Backus, A. (1990). Students write to overcome learning blocks. Journal of College Science Teaching, 19, 353- 358.

Ledford, Jan Roadarmel. "Writing Medical Articles." Writer (1997): 19-24.

Miles, T. H. (1990). Critical thinking and writing for science and technology. San Diego: Harcourt.
Strauss, M. J., & Fulwiler, T. (1990). Writing to learn in large lecture classes. Journal of College Science Teaching, 19, 158- 163.

Vande Kopple, William J. "Some Characteristics and Functions of Grammatical Subjects in Scientific Discourse." Written Word (1994): 634-563.

Woodford, F. Peter, ed. Scientific Writing for Graduate Students. New York: The Rockefeller University Press, 1968.

Worsley, Dale and Bernadette Mayer. The Art of Science Writing. New York: Teachers & Writers Collaborative, 1989.

Return to top of this page

Sociology Writing Resources

Allen, H., & Fauth, L. (1987). Academic journals and the sociological imagination. In T. Fulwiler (Ed.), The journal book (pp. 367- 374). Portsmouth, NH: Heinemann.

Anderson, L., & Holt, M. (1990). Teaching writing in sociology: A social constructionist approach. Teaching Sociology, 18, 179- 184.

Becker, H. S. (1986). Writing for social scientists: How to start and finish your thesis, book, or article. Chicago: University of Chicago Press.

Becker, Leonard Jr. and Claire Gustafson. Encounter With Sociology: The Term Paper. 2nd. ed. San Francisco, CA: Boyd & Fraser Publishing Company, 1976.

Berg, E. Z. (1992). An introduction to sociology using short stories and films: Reshaping the cookie cutter and redecorating the cookie. Teaching Sociology, 20, 265- 269.

Cadwallader, M. L., & Scarboro, C. A. (1982). Teaching writing within a sociology course: A case study in writing across the curriculum. Teaching Sociology, 9, 359- 382.

Camplese, D. A., & Mayo, J. A. (1982). How to improve the quality of student writing: The colleague swap. Teaching Sociology, 9, 122- 123.

Charbonneau, G. (1986). Writing in the social sciences: Fostering critical thinking and values formation through micro- themes. In K. O'Dowd & E. Nolan (Eds.), Learning
to write, writing to learn (pp. 57- 63). Livonia, MI: Madonna College Humanities Writing Program.

Coker, F. H., & Scarboro, A. (1990). Writing to learn in upper- division sociology courses: Two case studies. Teaching Sociology, 18, 218- 222.

Crew, K. (1989, fall). Writing processes and the sociological imagination. Crossover: A WAC Newsletter, 3- 6.

Cuba, L. (1993). A short guide to writing about social science (2nd ed.). New York: Harper Collins.

Denscombe, M. & Robins, L. (1980). Self- assessment and essay writing. Teaching Sociology, 8, 63- 77.

Dynia, P. (1981, October). A case for course journals. Paper presented at the meeting of the Wisconsin Sociological Association, Beloit, WI.

Friedman, S. & Steinberg, S. (1989). Writing and thinking in the social sciences. Englewood Cliffs, NJ: Prentice Hall.

Green, C. S., III, & Klug, H. G. (1990). Teaching critical thinking and writing through debates: An experimental evaluation. Teaching Sociology, 18, 462- 471.

Hansen, Kristine. "Rhetoric and Epistemology in the Social Sciences: A Contrast of Two Representative Texts." Advances in Writing Research Volume Two: Writing in Academic
Disciplines. Ed. David A. Jolliffe. Norwood, NJ: Abbex Publishing Corporation, 1988. 167-210.

Hinrichs, D. W. (1990). Teaching communication skills in the context of introductory sociology. Teaching Sociology, 18, 32- 38.

Hylton, J. and Allen, J. (1993). Setting specific purposes for writing- to- learn assignments. Journal of Teaching Sociology, 21, 68- 78.

Kalia, N. N. (1984). The sociological book review. A substitute for the standard term paper. Teaching Sociology, 11, 213- 217.

Karcher, B. C. (1988). Sociology and writing across the curriculum: An adaptation of the sociological journal. Teaching Sociology, 16, 168- 172.

Keller, R. A. (1982). Teaching from the journals. Teaching Sociology, 9, 407- 409.

King, K. M. (1987). Using retrospective autobiographies as a teaching tool. Teaching Sociology, 15, 410- 413.
Little, C. (1988, July). Teaching writing with word processors. Teaching Sociology, 272- 74.

Miller, R., & Miller, R. S. (1976). The student's sociological diary. Teaching Sociology, 4, 67- 82.

Moynihan, M. M. (1989). Writing in sociology classes: Informal assignments. Teaching Sociology, 17, 346- 350.

O'Flaherty, K. M. (1992). Introducing students to the concept of the sociological imagination: A written assignment. Teaching Sociology, 20, 326- 328.

Prior, Paul. "Response, Revision, Disciplinarity: A Microhistory of a Dissertation Prospectus in Sociology." Written Communication. (1994): 483-533.

Reinertsen, P., & Wells, M.C. (1993). Dialogue journals and critical thinking. Journal of Teaching Sociology, 21, 182- 86.

Riedman, A. (1991). We wrote our own book: Teaching introductory sociology by helping students to tell their own stories with sociological insight. Teaching Sociology, 19, 477- 482.

Rohen, Duane H. and Donna M. Johnson. "Perceiving the Effectiveness of Written Discourse Through Gender Lenses: The Contribution of Complimenting." Written Communication. (1992): 435-464.

Roth, R. L. (1985). Learning about gender through writing: Student journals in the undergraduate classroom. Teaching Sociology, 12, 325- 338.

Singh, R. N., & Unnithan, N. P. (1989). Free to write: On the use of speculative writing in sociology courses. Teaching Sociology, 17, 465- 470.

Simon, B. L., & Soven, M. (1989). The teaching of writing in social work education: A pressing priority for the 1990's. Journal of Teaching in Social Work, 3, (2), 47-63.
Sociology Writing Group (1986). A guide to writing sociology papers. New York: St. Martin's.

Sproull, Natalie L. Handbook of Research Methods: a guide for practitioners and students in the social science. Metuchen, NJ: The Scarecrow Press, Inc., 1988.

Steward, J. S. & Smelstor, M. (1984). Writing in the social sciences. Glenview, IL: Scott, Foresman & Co.

Stoddart, K. (1991). Writing sociologically: A note on teaching the construction of a qualitative report. Teaching Sociology, 19, 243- 248.

Wagenaar, T. C. (1984). Using student journals in sociology courses. Teaching Sociology, 11, 419- 437.

Return to top of this page

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Writing Across the Curriculum

A Guide for Faculty

Section Three: Example Syllabi

To review syllabi for Writing Intensive courses in various disciplines at SUNY Cortland, select any of the options below:

• POL 324 Constitutional Law (WI): Jerry O'Callaghan
• ENS 486 Seminal in Environmental Science (WI): John Fauth
• SOC 390 Social Change (WI): Bill Lane
• PHI 390 Contemporary Philosophical Approaches: John Ryder
• PED 342 Therapeutic Exercise: John Cottone

Example Syllabus

POL 324 Constitutional Law (WI)

Instructor: Jerry O'Callaghan

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Syllabus

POL 324 Constitutional Law (WI)

Instructor: Jerry O'Callaghan

This course is all about cases. We will examine a large number of constitutional cases dealing with important powers of government, e.g., the power of the federal judiciary over state courts, the powers of the president in foreign affairs, the powers of Congress in the area of civil rights legislation. Active participation in class discussions is essential to getting a good grade. For each class day, you should brief three cases from the case list. A sample of those briefs will count toward your course grade. The sample will be collected on a random basis during the course of the semester. Approximately 10 briefs will be collected in all. Some cases that are on the list are not in the text. Some of these will be available through the reserve desk in the library. Others will be presented by the professor in class.

Briefs

These are abstracts (no more than one page) of the cases; they contain the basic information necessary to understand what happened in a case. Your briefs are to be based on the case as presented to you in the text alone.

Participation

This grade is based upon two considerations - your ability to present a coherent and ample brief to the class, and your contribution to class discussions. Please note if you do not have the appropriate briefs prepared for class, you should not attend class.

Exams

There are two exams, a mid-term and final. Each will present you with one or more fact situation(s) similar to the disputes you have read about. You will be asked to write a Supreme Court opinion, based on precedent, that decides the case. You will have access to your case briefs during the exams. Old exams from this course will be available from the reserve desk in the library.

Paper

One paper (10-15 pages) is required. The paper will be an analysis and critique of a constitutional topic based on a number of articles placed on reserve. Students will be graded on three drafts of this paper (see details below).

Writing Intensive Credit

Paper Grade

The paper will be submitted in 3 drafts, the first will be due at the 29th of October, the 2nd must be handed in by the 15th of November, the final draft is due on the 1st of December. Each draft will be graded. The 2nd and 3rd drafts, when handed in, must be accompanied by the previous version. The paper grade will be based on this formula:

• 20% draft 1
• 30% draft 2
• 50% draft 3.

Guidelines for Case Briefs

The case brief is an abstract/summary of the case; it contains all the essential elements necessary for an understanding of the case. These elements should follow the outline below. (Also see appendix D of Chase & Ducat.)

Case Name (underlined) year..... citation (xx US yy) ... page number in text

Facts

• the essential events that caused the case. Who what when where and why.
  
• a brief history of lower court decisions in this case
  

Issues

• written in question form
  
• tell us why the case is being heard
  
• emphasis on the constitutional problem
  

Holding

• the answer to the question(s) raised above ... should make clear who won
  

Rationale

• majority or otherwise, who wrote the opinion
  
• explains why the court decided as it did
  
• includes tests/standards used by the court
  

Concur

• if any, who
  
• identify how this differs from rationale
  

Dissent

• if any, who
  
• why he/she/they disagree
  

Comment

• your personal reference to the significance of this case
  

Sample Brief

S. Dakota v Dole 1987 483 US 203 p.461

Facts:

• Cg passed a law to encourage the states to have a 21 yr. old minimum drinking age. The law required the loss of some federal highway money if a state did not comply.
  
• S. Dakota allows 19 yr. olds to drink 3.2% beer. It does not comply with the new federal law. It will lose $4m. It sues the fed. gov't alleging a violation by Cg of the 21A (states regulate sales of alcohol) and 10A (reserved powers).
  
• Fed DC dismissed the suit. CA agreed.
  

Issue:

• Does the law exceed the power of Cg by violating the 10A and/or 21A?
  

Holding:

• No. The law is valid.
  

Rationale: (Rehnq)

• We do not have to decide here the boundaries of the 21A -- Cg has acted under the spending power Art 1 [[section]]8. Cg may add conditions to the receipt of federal money.
  
• Spending power is limited: 1) it must be in pursuit of the general welfare, 2) it must not be ambiguous, 3) it must be related to the federal interest in the program, and 4) it must not conflict with other Const.al provisions.
  
• The Q here is #4. Our cases tell us that the meaning of #4 ("ind. const. bar") is that the feds may not use the power to get the states to do something that is itself unconstitutional.
• The law passes the #4 test. The loss to the state is small. This is not coercion.
  

Concur:

Dissent:

(Brennan and O'Connor)

• This is not a condition on spending, it's an attempt to regulate the sale of liquor. That power is given to the states under 21A. For Cg to exercise power like that is a violation of state's rights.

  (O'Connor alone)

• There is a problem with #3. The minimum drinking age is not sufficiently related to highway construction. If its goal is to make the roads safer, it's both under-inclusive and over inclusive. It stops teenagers from drinking when no car is involved and teenagers aren't the main problem. Cg can spend for the general welfare, but can legislate only "for delegated purposes."
  

Comment:

• No discussion of 10A issue.
  

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Example Syllabus

ENS 486 Seminar in Environmental Science (WI)

Instructor: John Fauth

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Syllabus

ENS 486 Seminar in Environmental Science (WI)

Instructor: John Fauth

Directed readings, library research, and discussion of contemporary environmental problems with emphasis on their scientific aspects. Required for Environmental Science Concentration; open to juniors and others by permission. (3 sem. hr.)

Course Elements

I. Overview of Writing Requirements

• Guidelines for abstracts:
  • Generally 1- 3 paragraphs; no longer than one page
  • A concise summary of salient points present in essay; not a "preview of coming attractions"
  • Accompanied by 2- 3 critical references identified in the style appropriate to the discipline
• Guidelines for Essays:
  • Minimum five (5) pages narrative which includes:
    • General introduction
    • Clearly identifiable theme or thesis
    • Appropriate historical, scientific, or other background
    • Reasoned and articulate development of theme or thesis
    • Brief summary
    • Conclusion(s) clearly and explicitly stated
  • List of at least four (4) references identified in the form appropriate to the discipline
• Guidelines for summaries:
  • Minimum of two (2) pages
  • Required of seminar participants not making an oral presentation
  • A recapitulation of oral presentations and salient discussion

II. Presentation

• Oral, 10- 15 minutes' duration
• Based on essay and augmented by overhead transparencies, charts, slides or other visual aids as needed
• Response to questions

III. Discussion

• Round- table discussion among all participants

IV. Informal Meetings - Presenters

• Scheduled one week prior to first two presentations
• Designed to:
  • Organize and define scope of essays and presentations to minimize duplication / overlap;
  • Identify possible resources;
  • Offer suggestions on development of essay.

V. Critique Session

• Individually with presenters for previous week for about 20- 30 minutes;
• Return copy of abstract and essay with written corrections/comments and assigned letter grade;
• Review, discuss, and constructively criticize writing and content of abstract and essay; also effectiveness of presentation;
• Offer suggestions for improvement;
• Offer opportunity or direct student to rewrite part or all of the abstract and/or essay.

VI. Evaluation

• Essay: writing 30 Points
• Essay: substance; development, etc. 40 Points
• Presentation: clarity; effectiveness; etc. 15 Points
• Discussion: participation; significance 15 Points
• Improvement: improvement in one or more elements of course 0- 15 Points

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Example Syllabus

SOC 390 Social Change (WI)

Instructor: Bill Lane

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Syllabus

SOC 390 Social Change (WI)

Instructor: Bill Lane

Writing Requirements for undergraduates

This is a writing course (WI) designed for upper division undergraduate students. According to the guidelines, students are required to complete two written assignments, receiving an opportunity to revise their work. The two assignments must total at least 15 pages in length. To meet these requirements, there will be a two part term paper.

1. Term-paper
   • All undergraduate students will be required to complete a term paper of approximately 12 full pages in length. Paper should follow the ASR (APA) citation and preparation format. The paper must contain a minimum of 10 "professional references." Professional references are defined as professional journals, books, government documents and papers given at professional meetings that may be available through the library. This definition excludes popular journals, such as TIME and Newsweek, as well as newspapers. While such sources may be used, they will not be counted as references. A more complete handout explaining the term paper will be distributed later.
   • A topic statement must be turned in on or before February 17th. This statement, one page in length or less, should include the topic of your paper, and an outline of how you intend to approach the topic. All paper topics must be approved by your instructor. The first drafts of term papers are due on or before the beginning of class on April 12th. These drafts will be returned on April 21st. All papers are due on or before the beginning of class on May 3rd. No extensions will be granted. Papers will be returned on May 9th.
2. Mini-exam
   • This exam will be graded for writing as well as content. The exam must be at least 4 full-pages long, but may not exceed 6 pages. The final grade for this exam will be based upon a combination of both content and writing after the revisions have been completed.

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Example Syllabus

PHI 390 Contemporary Philosophical Approaches

Instructor: John Ryder

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Syllabus

PHI 390 Contemporary Philosophical Approaches

Instructor: John Ryder

Written requirements will be two papers, each 8- 12 typewritten pages long. The first paper, due March 22, will be a critical analysis of some aspect of Santayana or Dewey. The second, due on May 8, will be a critical analysis of some aspect of Whitehead or Buchler. I will suggest possible topics as we proceed. For both papers you are required to hand in a rough draft one week before the final due date. I will meet with each of you individually during that week to discuss your draft and to make suggestions for the final version. No papers will be accepted late! A late paper means you fail the course. This means that you should not wait until the last minute to work on your papers, and that you should come to me for any help you need early and often.

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Example Syllabus

PED 342 Therapeutic Exercise

Instructor: John Cottone

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Syllabus

PED 342 Therapeutic Exercise

Instructor: John Cottone

Research Project: Review of Literature

• The purpose of this project is to critically review the literature of an athletic injury/illness and design a rehabilitation program.
• Your paper should include:
  1. In-depth anatomy of the injury site
     
     • Mechanism of injury
       
     • Pathomechanics
       
  2. Treatment
     
     • Conservative
       
     • Surgical
       
  3. Rehabilitation
     
     • Short-term
       
     • Long-term
       
  4. Re-evaluation
     
     • Maintenance
       
  5. Bibliography
  6. Footnotes
• Due Dates:
  • Topic: February 16th
  • Paper: First Draft April 2nd
  • Second Draft April 28
• The second draft should reflect the suggestions made by the instructor to improve both the quality of your writing and the overall quality of the paper.

Critiques

• Select any two research articles in the field of sports medicine (germane to this class) from refereed journals and write a two- page reaction to this topic, discussing the strengths and weaknesses of the article. Submit a copy of the article with your paper.
• The critique will be evaluated on your ability to interpret the article and present an accurate critique. Keep in mind that your writing skills will also be evaluated (i.e., grammar, spelling, and syntax).
• Due Dates: February 18th, March 11th

Oral Presentation

• The purpose of the oral presentation will be to provide the class with a clear concise critique of your research paper.
• The criteria to consider in your presentation are:
  1. How well material/subject matter is covered.
  2. How well material/subject matter is organized.
  3. How well material/subject matter is presented.
  4. How relevant was the use of instructional aids.
  5. How well did the presentation generate discussion.

Research Paper Evaluation

Author:____________________________________________________

Evaluation Criteria:

1. How well was the material content addressed in the paper? (25%) _______
2. How well is the topic presented? (25%) _______
3. How well organized is the paper? (15%) _______
4. How relevant and up-to-date are the references cited? (10%) _______
5. How well was the course material integrated into the paper? (15%) _______
6. How well is the paper written (grammar, spelling, typos,

   syntax, etc.)? (10%) _______

7. Comments:

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Writing Across the Curriculum

A Guide for Faculty

Section Four: Instructor / Administrative Forms

The following is a list of instructor / administrative forms to be completed during the process of establishing WI (Writing Intensive) designation for a course:

• Instructor's Form Requesting WI Course Designation
• Memo to WI Instructor / Department Chair
• Memo to Registrar Confirming WI Designation

Instructor's Form Requesting WI Course Designation

Department:________________________________________ Course Number:____________

Course Title: _________________________________________________________________

Semester Hours:___________________Instructor:___________________________________

WI Requirements:

• Equivalent of at least 15 typed pages (two or more pieces of writing submitted in multiple drafts; upper division courses only may use a single project)--how will this requirement be accomplished?

• Opportunities for serious revision - how will this requirement be accomplished?

• Instruction in writing techniques specific to the discipline - how will this requirement be accomplished?

• The writing component should form a significant percentage of the course grade. Attach the course syllabus and send to the College Writing Committee, 201 DeGroat.

Signature:_______________________________________________Date:_______________

Memo to WI Instructor / Department Chair

To:	  __________________________________________, Instructor


   	  __________________________________________, Department Chair


From:     Mary Lynch Kennedy, Chair of College Writing Committee

Date: 

Subject:  Confirmation of WI designation



This memo concerns the review of WI designation for the following course:


Course number:___________________________________________


Course title: ___________________________________________


Instructor:   ___________________________________________



The current status of WI approval is designated by a checkmark:


______I am pleased to inform you that the College Writing

Committee has approved your course.



______The College Writing Committee requests additional

information about your course.  Please resubmit your proposal

and include the additional information requested below:

          

Memo to Registrar Confirming WI Designation

To:	  Phil Swarr, Registrar

From:     Mary Lynch Kennedy, Chair of College Writing Committee

Date: 

Subject:  Confirmation of WI designation


This memo confirms that the following course has been approved for

scheduling as a Writing Intensive course:


Course number:___________________________________________


Course title: ___________________________________________


Instructor:   ___________________________________________

          

Writing Across the Curriculum

A Guide for Faculty

Section Five: Student Petitions for Writing-Intensive Credit

In exceptional cases, students may be able to petition for special waivers concerning the Writing-Intensive requirements needed for graduation.

• How a Student Can Request WI Credit for a Non-WI Course Taken at Cortland
• Memo to Academic Records Concerning WI Credit
• How a Student Can Request WI Credit for a Course Taken Elsewhere
• Memo to Assistant Registrar Concerning WI Credit

How a Student Can Request WI Credit for a Non-WI Course Taken at Cortland

Please note: This page explains how a student can petition to receive WI credit for a course not officially listed as WI. Only students in their last semester on campus are eligible to petition for WI credit.

Verification needed:

• You need to obtain a memo written by your advisor, and signed by the department chair, explaining why you are unable to fit a WI course into your schedule by graduation. This memo should be addressed to Mary Lynch Kennedy, Director of Composition.
• You also need to obtain a memo written by the instructor of the course you will designate as WI. Please ask you professor to write on college stationery. The memo should explain how the course will fulfill these WI requirements:
  • at least two written assignments or in an upper division course a single assignment;
  • opportunities for serious revision;
  • classroom time spent directly related to writing;
  • a minimum of 15 pages of assigned writing.

Procedure:

Make an appointment with Dr. Kennedy, 753-2086. Bring to her the memos from your advisor and from the instructor of the course.

Memo to Academic Records Concerning WI Credit

SAMPLE MEMORANDUM

(Please note: The actual memo will be sent on departmental letterhead)

To:	  Sharon Pesesky, Office of Academic Records

From:     Mary Lynch Kennedy, Director of Composition

Date: 

Subject:  Approval of designation for Non-WI Course



Student Name:______________________________________________________


Social Security # _________________________________________________


This student listed above has been granted credit for 

taking the following course:



Course Number: ______________________________


Section Nummber: ____________________________


as a WI course in the Fall, Spring, or 

Summer semester of 19____.  (circle one)



cc:	

Associate Dean __________________________, Arts and Sciences

Associate Dean __________________________, Professional Studies

__________________________, PE Records

Professor _______________________________, Advisor

Professor _______________________________, Instructor

Student: ________________________________________ Street : ________________________________________ City / State/ ZIP: ________________________________________

How a Student Can Request WI Credit for a Course Taken Elsewhere

Please note: SUNY Cortland does not accept transfer courses to satisfy the writing intensive requirement unless those are courses specifically designated as writing intensive (e.g., W, WI, WR) at other institutions.

Procedure:

Make an appointment with Dr. Kennedy, 753-2086. Bring to her the course catalog or master schedule designating the course as writing intensive and a copy of your transcript.

Memo to Assistant Registrar Concerning WI Credit

SAMPLE MEMORANDUM

(Please note: The actual memo will be sent on departmental letterhead)

To:	  Donna M. Margine, Assistant Registrar

From:     Mary Lynch Kennedy, Director of Composition

Date: 

Subject:  Approval of WI Designation for Course Accepted for Transfer Credit


The student listed below has been granted WI credit for the


specified course taken at another university:


Student Name:______________________________________________________


Student Address:___________________________________________________


Social Security # _________________________________________________


Course Title and Number: ______________________________


University: ___________________________________________




cc:	

Associate Dean __________________________, Arts and Sciences


Associate Dean __________________________, Professional Studies


               __________________________, PE Records


Professor _______________________________, Advisor




Student:              ________________________________________


Street :              ________________________________________


City / State/ ZIP:    ________________________________________

          

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Writing Across the Curriculum

A Guide for Faculty

Section Six: Portfolios in the Majors at SUNY Cortland

SUNY Cortland's ongoing Writing Across the Curriculum Project has produced a wide range of work on student portfolios in various departments:

• Overview of Portfolio Assessment Project
• Guidelines for Portfolio Assessment
• Department Procedures for Portfolio Review
• Timetable for Distribution of Portfolios from Composition Courses
• Departmental Goals for Student Writing
• Contents of Portfolios (from selected departments)
• Evaluation Criteria and Checklists (from selected departments)

Portfolio Assessment in the Majors at SUNY Cortland

Overview of Portfolio Assessment Project

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

The aim of the SUNY Cortland Portfolio Assessment Project is for departments to assess portfolios to determine their majors' capabilites in the following areas:

• understanding of the content of the discipline,
• skill in using the patterns of inquiry of the discipline,
• competence in writing.

Each department participating in this project accomplishes the following tasks:

• defines a set of writing goals specific to its majors,
• determines the nature of the pieces of writing the portfolios will contain,
• regulates portfolio collection and sampling,
• sets its own criteria for evaluation,
• decides what to do with the results.

At present there are 22 SUNY Cortland departments participating:

• Art and Art History
• Biological Sciences
• Chemistry
• Communication Studies
• Economics
• Education
• English
• Geography
• Geology
• Health
• International Communications and Culture
  • Spanish
  • French [Goals forthcoming]
  • German [Goals forthcoming]
• Mathematics
• Music
• Philosophy
• Physical Education [Goals forthcoming]
• Physics [Working on writing goals?]
• Political Science
• Psychology
• Recreation & Leisure [Working on writing goals?]
• Sociology & Anthropology
• Speech Pathology & Audiology
• Theater

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Portfolio Assessment in the Majors at SUNY Cortland

Guidelines for Portfolio Assessment

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

About Portfolio Assessment in the Majors

The following outline will assist your department as you investigate the writing your majors are doing and make plans for what your department wants to do with the writing in the future. This departmental investigation over a two year period is intended to do two things:

1. to prompt dialogue within departments about writing and
2. to investigate writing by looking at the correlation between departmental expectations for writing and students' writing performance.

For the sake of simplicity, the project is divided into four stages. The list of questions accompanying each stage is intended to help departments move toward completing this two year writing self-study. Although the College Writing Committee will be glad to report any inventions and revisions your department makes as a result of this project, the outcomes of your investigation are your own to do with as you see fit.

Stage One

To establish your departmental criteria for judging your majors' writing:

• What generic traits do you expect your majors to demonstrate in their writing?
• What discipline-specific traits do you expect your majors to demonstrate in writing?
• What different kinds of writing do you expect your majors to be able to do when they graduate?
• What defines proficiency for these writing tasks?

Stage Two

To collect and evaluate the writing of your majors:

• How many pieces of writing will the portfolio include?
• From which courses will your department collect writing?
• How many senior-level portfolios will your department need to evaluate in order to draw conclusions about the writing of its majors?
• How will your department collect this writing?
• Who will evaluate your department's portfolios?
• When will evaluators judge portfolios?
• Will the CPN 100 and CPN 101 writing included in your majors' portfolios be used?

Stage Three

To judge whether students in the major are able to produce acceptable writing within their discipline:

• What rubrics, lists or scales, will your department use to evaluate the writing of its majors?
• Will your department adopt or adapt the criteria from the Composition Program?
• Will your department compose its own checklists and criteria?

Stage Four

To make curricular changes on the basis of these findings:

• How will the results of your department's portfolio evaluation be disseminated?
• Who will report on the outcome of the portfolio evaluation?
• Who will recommend changes in your department's curricular goals for writing if these changes seem necessary.

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Portfolio Assessment in the Majors at SUNY Cortland

Departmental Procedures for Portfolio Review

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Preliminaries

• Collect writing from majors. Students, faculty or secretaries may be responsible for filing these writing samples.
• Department Writing Committees may submit portfolio evaluation criteria to departments for approval.
• Michael Toglia has agreed to do a random sample for large departments. We expect that thirty to fifty portfolios will be sufficient for a sample.

Portfolio Review Process (adapted from the Composition Program):

• Faculty responsible for reviewing portfolios meet for a calibration session. During this session, faculty skim about five portfolios, classifying them as acceptable, borderline, or unacceptable according to the departmental criteria for writing in the major and then passing them in a circle until all faculty readers have looked at each. Faculty then share their judgements and their reasons for applying the criteria and evaluating as they did. Discussion of borderline writing is particularly illuminating for calibration.
• Faculty readers may wish to revise the criteria at this point.
• Faculty readers divide the random sample folders among themselves, rate the portfolio writings as acceptable or unacceptable, retain the rubric/evaluation sheet on which their judgements appear, and then trade portfolios with another reader. After two readings, readers compare their ratings.

  Composition Faculty have found that they can read and rate a portfolio of three pieces of writing (approximately eight typed pages) in 6 minutes. Faculty unfamiliar with the rubrics take longer than veteran readers; however, as readers become familiar with their rubrics, reading and rating speed increases. Readers do not mark the portfolio writing, nor do they linger over prose. Instead, they look quickly to see whether writers have competently met the department's writing expectations. Four faculty readers should be able to finish two readings of forty portfolios in approximately four hours.

• Readers convene to talk about disagreements in ratings and to negotiate, as a group, the ratings of these portfolios. Faculty may want to revise their rubrics at this point.
• Faculty report on the outcome of their readings and distribute any revisions in rubrics in the department.

This project can be completed in three days, or possibly over a weekend. Writing Consultants are available to assist with your department's portfolio review. Please let us know if we can help.

Victoria Boynton (extension 2082)
Mary Lynch Kennedy (extension 2086)

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Portfolio Assessment in the Majors at SUNY Cortland

Timetable for Distribution of Portfolios from Composition Courses

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Please note: Departments have already received portfolios for students graduating in 1995 and 1996.

Summer1995

Departments will receive CPN 100 and CPN 101 portfolios for Class of 1997 (Composition courses taken in 1993-94).

Spring 1996

Departments will receive CPN 100 and CPN 101 portfolios for Class of 1998 (Composition courses taken in 1994-95).

Spring 1997

Departments will receive CPN 100 and CPN 101 for Class of 1999 (Composition courses taken in 1995-96).

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Portfolio Assessment in the Majors at SUNY Cortland

Departmental Goals for Student Writing

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Contents

• Art and Art History
  
• Biological Sciences
  
• Chemistry
  
• Communication Studies
  
• Economics
  
• Education
  
• English
  
• Geography
  
• Geology
  
• Health
  
• Mathematics
  
• Music
  
• Philosophy
  
• Political Science
  
• Psychology
  
• Sociology & Anthropology
  
• Spanish
  
• Speech Pathology & Audiology
  
• Theater
  

Art and Art History:

• Analyze formally a work of art, so as to discuss clearly the structural logic of the artwork along with the general visual language being used by the artist.
• Address the historical context out of which the artwork emerged, i.e. the system of patronage, the audience expectations, the perceptual cues of the period, and the site for which the work was intended.
• Understand and discuss, even if only in basic terms, the difference between primary documents and secondary sources related to the artwork being analyzed.
• Be sensitive to the cross-cultural dialogue that both gives original birth to and ongoing life to any work of art (most of which are necessarily multicultural by nature).
• Be aware of the theory of art, for example, classical or romantic, on which the artwork in question is based and be somewhat abreast of contemporary debates concerning the present merits of such a theory of art.

Return to TOC for this section

Biological Sciences:

• Effectively interpret and explain data.
• Express data in tabular and graphical form.
• Present experimental procedures, results and conclusions in standard scientific format.
• Summarize objectives, findings and conclusions in the form of an abstract.
• Relate biological concepts to the body of literature in the discipline.
• Take relevant historical context into account in the description of experimental work.

Return to TOC for this section

Chemistry:

• Write arguments and ideas clearly and with appropriate grammar and spelling.
• Present in writing a scientific problem with the following components:
  • a clear exposition of the nature of the problem, including appropriate reference to the literature and past work in the area;
  • a description of the experimental details of the project, with proper attention to the pertinent procedures and diversions that may have been taken from accepted methodology;
  • an orderly presentation of the data or results of the investigation, with carefully prepared tables and graphs so as to present the data in a logical and clear way to the reader;
  • a summary or analysis of the results in terms of the problems or questions outlined at the outset of the project; this should include clear arguments regarding whether or not solid scientific conclusions can be drawn from the results of the project.

Return to TOC for this section

Communication Studies:

• Evaluate the validity, adequacy, and completeness of information, data, or evidence in an argument.
• Identify unstated assumptions and values in given conclusions and generalizations.
• Question and analyze meanings and implications of ideas, theories, or explanations.
• Assess potential impact of messages on audiences.
• Apply the above principles in the creation and revision of effective messages.
• Demonstrate a working knowledge of acceptable English grammar and spelling.

Return to TOC for this section

Economics:

• Explain economic theories and economic concepts in prose.
• Effectively describe the technicalities of economic models and other methodologies employed in economics (illustrate using graphs and equations).
• Relate economic theories to historical and contemporary issues.
• Compare and contrast different economic arguments.
• Present an economic argument effectively, backing it up with theoretical arguments, data, and historical examples, as appropriate (illustrate with graphs and equations when necessary).
• Demonstrate general competence in writing:
  1. structure: identifiable thesis, logical organization, transitions between paragraphs, and effective closure;
  2. substance of argument: significant thesis, appropriate evidence, sufficient evidence, and overall development of thesis,
  3. editing: punctuation, grammatical correctness, standard usage, spelling, and typographical correctness.

Return to TOC for this section

Education:

• Write a lesson plan with (a) clear statement(s) describing strategies, and procedures used, and (b) clear statement of expected outcomes/ results.
• Write an evaluation/ critique of a lesson one has taught.
• Write a unit plan with resources (teacher, student, audio-visual, instructional), and appropriate activities to be done by the class.
• Write essays (e.g., critiques, personal philosophies of education and/or discipline, argumentative, comparison/contrast) demonstrating familiarity and understanding of the topic.
• Cite references and compile a list of references using a style appropriate to education.
• Demonstrate the ability to create evaluation measures (e.g., teacher-made tests, objective/subjective items, checklists).
• Demonstrate a good working knowledge of grammar, spelling, writing mechanics, and punctuation.

Return to TOC for this section

English:

• Explicate texts without the aid of secondary sources.
• Interpret theme through systematic analysis.
• Recognize relationship between form and content.
• Take relevant historical, biographical, and/or social contexts into account in the interpretation of literary works.
• Understand, summarize, and synthesize critical arguments.
• Evaluate varied critical views
• Demonstrate general competence in writing:
  1. structure: identifiable thesis, logical organization, transitions between paragraphs, and effective closure;
  2. substance of argument; significant thesis, appropriate evidence, sufficient evidence, overall development of thesis,and appropriate documentation (for 400-level papers),
  3. style: awareness of audience, appropriate voice, varied sentence patterns, clarity of presentation, conciseness;
  4. editing: punctuation, grammatical correctness, standard usage, spelling, and typographical correctness.

Return to TOC for this section

Geography:

• Explain a research problem and a map's exposition of that problem through appropriate written analysis of cartographic patterns.
• Analyze and articulate the meaning and implications of spatial statistical results.
• Develop, carry out, and report the results of a research design based upon the scientific method, as applied in geography. Writing skills to be demonstrated in this objective include:
  • writing an effective problem statement,
    
  • writing an analytic literature review,
    
  • stating hypotheses in both null and research form,
    
  • writing a research methodology which effectively explains and justifies the use of statistical, cartographic, and spatial techniques,
    
  • writing an analysis of statistical results.
• Recognize and apply the five basic themes of geography in writing. Themes to be demonstrated are:
  • region,
    
  • movement,
    
  • human-environment interaction,
    
  • place,
    
  • location.
    
  • Interrelate spatial patterns with geographical theory.
    

Return to TOC for this section

Geology:

• Demonstrate a working knowledge of basic grammar and good spelling and ability to cite references and compile a list of references using the style appropriate to Geology.
• Evaluate varied critical views.
• Understand, summarize and synthesize critical arguments.
• Effectively use graphs and maps in supporting written statements.
• Effectively compare and contrast geological theories.
• Prepare an abstract.
• Write materials under pressure such as in-class assignments (essays, essay exams).
• Write an essay which:
  1. has a clear and identifiable thesis that is effectively developed and supported by data, theoretical arguments, or other evidence;
  2. explains a recognized theory or concept;
  3. evidences an understanding and effectively summarizes several articles that relate to a particular topic or subject;
  4. effectively states and contrasts differing opinions, arguments, or perspectives relative to a particular topic, hypothesis, or position.;
  5. presents a reasoned conclusion.

Return to TOC for this section

Health:

• Write clearly with correct spelling, grammar, and proper use of the technical/scientific language (APA) of the discipline.
• Explain and synthesize health issues in a well developed and lucid narrative.
• Complete at least one of the following objectives:
  1. write a clear interpretation and analysis of a professional journal article that includes an understanding of the thesis, all graphs, figures, tables, and statistical information, and the conclusions/recommendations;
  2. develop written materials that interpret complex health issues and policies in a manner that can be understood by the lay public.

Return to TOC for this section

Mathematics:

• Have working knowledge of basic grammar and good spelling and an understanding of basic mathematical symbols, terminology, notation.
• Be familiar with different proof techniques and use them to write a logically and grammatically correct proof.
• Effectively apply a theorem and give examples to illustrate.
• Have the ability to read, understand and summarize in writing a mathematical concept.
• Write an expository paper which does the following:
  • has a clear and identifiable thesis. This should be effectively supported by theorems, corollaries and examples;
  • explains recognized mathematical theorems or concepts and gives supporting and illustrative examples and counter-examples.

Return to TOC for this section

Music:

• Explain concepts of music theory in prose (illustrated using musical examples).
• Evaluate philosophical/aesthetic views held by musicians.
• Compare and contrast philosophical/aesthetic views held by rival musicians and/or critics.
• Take relevant historical, biographical, social, and/or political contexts into account in the interpretation of composers, musical works, and musical eras.
• Explain or create texts with the aid of properly documented secondary sources.
• Explain or create texts with the aid of primary sources only.
• Explain concepts of music performance in prose.

Return to TOC for this section

Philosophy:

• Write clearly and in grammatically correct English.
• Interpretate philosophical texts.
• Develop a critical analysis of an argument.
• Develop a complex argument.

Return to TOC for this section

Political Science:

• Write arguments/analyses clearly, with appropriate attention to spelling, grammar, and style.
• Synthesize information from a variety of sources.
• Effectively describe and explain political theories and concepts.
• Relate political theories and concepts to historical and contemporary issues.
• Compare and contrast different models of explaining government or politics in cross cultural settings, and determine the application of specific and relevant theories to these settings.
• Systematically abstract, and/or evaluate, an article or book in the literature of political science.
• Present an argument or analysis effectively, relying on theory, quantitative analysis, and/or historical examples as appropriate.
• Demonstrate an understanding of the relevance of political research to larger social issues.
• Utilize course knowledge for self development and for the improvement of the total society.

Return to TOC for this section

Psychology:

• Explain some major theories and constructs and place them within historical and philosophical context.
• Develop a clear thesis, developed and supported by data and theoretical argument, with a well reasoned conclusion. This should include:
  • a statement contrasting differing viewpoints from major perspectives;
  • demonstrated ability to synthesize information from several sources;
  • an understanding of the propositional nature of ideas in psychology.
• Write in the style defined in the APA Manual and use the technical language of the discipline.
• Interpret information presented in a journal article, to demonstrate an understanding of the following:
  • the statistical presentation;
  • the underlying research design and limitations of interpretation (e.g., correlational vs. casual interpretation; generalization; reliability);
  • the relevance of the research to the larger issues in psychology and to larger social issues.

Return to TOC for this section

Sociology & Anthropology:

• Demonstrate a working knowledge of basic grammar and spelling.
• Write well-organized essays, e.g. introduction, body, summary/conclusion.
• Appropriately cite references and clearly differentiate the literature review from own ideas/analysis.
• Compare and contrast theoretical perspectives.
• Apply a theoretical construct to new information.
• Summarize and evaluate critical arguments.

Return to TOC for this section

Spanish:

• Explicate text without the aid of secondary sources.
• Interpret theme through systematic analysis.
• Show relationship between form and content.
• Understand, summarize, and synthesize critical arguments.
• Evaluate various critical views.
• Demonstrate competence in writing:
  1. structure: identifiable thesis, logical organization, paragraph organization and development, transitions between paragraphs, and effective closure;
  2. substance of argument: significant thesis, appropriate evidence, sufficient evidence, overall development of thesis,and appropriate documentation;
  3. style: awareness of audience, appropriate voice, varied sentence patterns, appropriate vocabulary choices, clarity of presentation, conciseness;
  4. editing: punctuation, grammatical correctness, spelling, and typographical correctness.

Return to TOC for this section

Speech Pathology & Audiology:

• Express ideas clearly with appropriate grammar and spelling.
• Interpret information presented in a journal article related to the profession and demonstrate understanding of the purpose, design, findings, and conclusions.
• Develop an essay or paper with a clear thesis that is supported by data or theoretical information that leads to a logical conclusion.
• Write a clinical report using appropriate style, grammar, and correct spelling:
  • including the appropriate information in an organized manner;
  • correctly interpreting and explaining diagnostic information;
  • clearly stating the goals, teaching techniques used, and the progress made toward the goals; and
  • developing appropriate recommendations.

Return to TOC for this section

Theater:

• Analyze playscripts and plays-in-production without the aid of secondary sources.
• Isolate a play's (or production's) theme through systematic analysis.
• Recognize the relationship between "a play-in-print" and "a-play-in production."
• Take into account a play's (or production's) social, political and artistic contexts.
• Explain the extent to which a play-in-production aided and/or hindered the realization of the play-in-print.

Return to TOC for this section

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Portfolio Assessment in the Majors at SUNY Cortland

Contents of Portfolios (from selected departments)

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Contents: This Section

• English
  
• French
  
• German
  
• Mathematics
  
• Physical Education
  
• Psychology
  
• Speech Pathology and Audiology
  
• Theater
  

English

• essays and reflective letters from portfolios for CPN 100 and CPN 101
• one paper from either a 200- or a 300-level literature course
• two papers from any 400-level English courses, one of which must include an explication component. One 400-level paper must include references to secondary sources documented according to MLA specifications
• all papers must have received a grade and must include the original markings and comments; the grading professor's signature is required
• all papers must be accompanied by an assignment sheet. These sheets may either be the original description of the paper topic provided by the professor or a similar description drawn up by the individual student; either option must be signed by the professor

  Return to TOC for this section

  ---

French

• Required components:
  • reading list of works read in French
  • examples of early work as a major or potential major, for example, one or two of the best papers written for FRE 305
  • other examples of best work in courses taken at college: papers, oral productions on tape, a videotaped performance or interview
  • a research paper, complete with notes and bibliography, written in French for an upper-level course such as the Senior Seminar
  • your Freshman Composition Portfolio and at least one additional paper written in English
• Optional components:
  • creative work (poetry, fiction, drama, other)
  • excerpts from a personal journal written in French
  • evidence of learning during a period of study abroad
  • lesson plans or other materials from student teaching
  • related work done in courses outside the major
  • notes on participation in relevant extracurricular activities (e.g.film showings, French Club events, lectures, travels)

Return to TOC for this section

German

• entry level testing materials (OPI, literature and culture assessments)
• a research paper (using secondary sources, notes, and bibliography, "auf Deutsch," probably from the senior year
• other examples of best work in courses taken at college: oral productions on tape, perhaps a poetry reading, something creative
• related work from other courses (optional)
• creative writing and materials from student teaching
• checklist of works read (voluntary reading outside of class)
• important work from the study abroad semester
• demonstration of cultural competence

Return to TOC for this section

Mathematics

• pieces of writing from major courses
• at least one paper with substantial mathematical content in the form of proofs or mathematical results
• examples illustrating mathematical concepts
• written in-class assignments

Return to TOC for this section

Physical Education

• B.S. Majors:
  • writing sample from PED 197 or PED 287
  • laboratory report from PED 297, PED 387, or PED 397
  • writing sample from PED 420
  • writing sample from a concentration or minor course
• B.S.E Majors:
  • writing sample from PED 197 or PED 287
  • laboratory report from PED 297, PED 387, or PED 397
  • writing sample from PED 420
  • lesson plan from EDU 300, EDU 301, or PED 336
  • unit plan from EDU 300, EDU 301, or PED 336
  • assessment tool from PED 434

Return to TOC for this section

Psychology

• one paper from Senior Seminar, two from Experimental Psychology, and one from among other (writing intensive) courses
• written comments from faculty or handouts/instructions that give guidelines and define criteria for assignments

Return to TOC for this section

Speech Pathology and Audiology

• essay/paper from CPN 101 (If this is not available, a written piece from a writing intensive course outside the major)
• abstract of article assigned in SHH 270
• paper from SSH 370
• essay exam (e.g.from SHH 496)
• clinical report from SHH 481

Return to TOC for this section

Theater

• one production critique from a 200- or 300-level acting or production course
• one play-analysis from a 200- or 300-level acting or production course
• one paper from Theater History, Modern Drama, or Introduction to Drama
• one term paper from a 400-level theater course (Theater Seminar, Directing, Theater Management)

Return to TOC for this section

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Portfolio Assessment in the Majors at SUNY Cortland

Evaluation Criteria and Checklists (from selected departments)

copyright © 1995-1996
State University of New York College at Cortland

Please Note: Except for course-related use by SUNY Cortland faculty and staff, or linkages to this original document from Internet sites, reproduction or redistribution of this document is prohibited without express written consent from:

Dr. Mary Lynch Kennedy
Professor of English and Director of Composition
State University of New York College at Cortland
Cortland, New York 13045
email: kennedyM@snycorva.cortland.edu

Table of Contents for this Section

• Chemistry Department's Criteria For Evaluation Portfolios
  
• Education Department's Criteria for Evaluating Portfolios
  

Chemistry Department's Criteria For Evaluation Portfolios

Return to TOC for this section

Education Department's Criteria for Evaluating Portfolios

Rhetorical Purpose:

• Demonstrates knowledge by integrating the discipline's theories and constructs into the writing?

  [Note: Here the department / professor may wish to be specific about the knowledge expected. Including a copy of the assignment will clarify for outside readers what knowledge the writing should demonstrate.]

• Demonstrates disciplinary skills by accomplishing the following:
  • using recognized formats for lesson/unit plan composition?
    
  • using documentation appropriate to education?
• Demonstrates effective use of the following genres:
  • evaluation / critique?
  • contrasting viewpoints?
  • argument?
  • personal philosophy?
  • evaluation measures?

Criteria for Generic Essay:

• Attention to Audience
  • Illuminates a significant subject for a clearly defined audience of education professionals?
    
  • Provides necessary background information on topic/controversy?
    
  • Supplies necessary background information on sources, including authors and titles?
    
  • Distinguishes writer's ideas from those of the sources?
    
  • Tailors diction and sentence structure to audience and purpose?
    
  • Cites references and supplies appropriate documentation?
• Structure of Essays
  • Contains identifiable thesis?
    
  • Uses logical organization?
    
  • Provides transitions between and within paragraphs?
    
  • Creates effective closure?
• Conventions
  • Follows standard usage?
    
  • Uses appropriate punctuation and correct spelling?
    
  • Maintains manuscript conventions?

Criteria for Lesson/Unit Plan:

• Contains clear statement(s) describing strategies and procedures used?
• Contains clear statement of expected outcomes / results?

Return to TOC for this section

Introduction to WAC Guide | Preface | Questions & Answers | Bibliography | Example Syllabi | Instructor/Administrative Forms | Student Waiver Procedures | Portfolio Assessment in the Majors at SUNY Cortland | Return to Contents

Copyright © 1996 English Department
State University of New York College at Cortland
Cortland, New York 13045
http://orchard.cortland.edu/
gopher://orchard.cortland.edu/
telephone: 607-753-4307
fax: 607-753-5978