Annotated Bibliography and Correlation to Theory

Using WAC studies to Incorporate Interdisciplinary Writing

Our main inspiration for creating the Writing Pathway Program (WPP) was with the theory of
Writing Across Curriculum, also known as WAC studies. By implementing the WPP we are
implementing WAC in a way that all NAU students can apply writing to their disciplines, and
careers. Instead of being taught how to write in all of their courses, every student in the mountain
campus will have the opportunity to see how writing applies to their life as a student and
educated citizen.
Hanstedt, Paul. Three Reasons to Make Writing Across the Curriculum Part of the
Conversation. Liberal Education. (2012): 48-51. Web. 9 October 2015.
Hanstedts article identifies WAC studies and explains that teaching in every discipline
should incorporate an element of writing and should teach writing specific to that
discipline so that students can truly master the skill. He points out that it shouldnt just be
the English teachers job to teach writing because then university students will only
receive 1 or 2 semesters maximum of instruction. We used this source by applying what
Hanstedt argued: each student at NAU will now have the opportunity to learn how to
truly master the skill because they specifically apply writing to their academic discourse.
Buzzi, Oliver, Susan Grimes, and Alistair Rolls. Writing for the Discipline in the
Discipline? Teaching in Higher Education 17.4 (2012): 479-484. PDF.
This talks about engineering and ways to incorporate writing for students in programs
like engineering and other science/math programs that dont typically do a lot of writing.

This article was helpful for us to use in the creation of the WPP because it made us more
aware of students who dont typically receive instructions on writing.

Collaborative Learning
We decided to use the theory of collaborative learning in specific sessions through the WPP. For
examples, most of the pathways sessions use group work in combination with lecture to help
each of the students in the session gain the objective of the seminar.

Laal, Marjan, & Mozhgan Laal. Collaborative learning: what is it? Procedia - Social and
Behavioral Sciences. 31. (2012): 491-495. Web. 4 September 2015.

Laal, Marjan, Mozghan Laal, and Zhina Kermanshahi. "21st Century Learning; Learning
in Collaboration." Procedia - Social and Behavioral Sciences 47 (2012): 16961701. Web. 4 Sept. 2015
Both of these articles first define the theory of collaborative learning and explain how it
can be helpful to use in a classroom, especially for writing. We chose to use these articles
to help build our program because we want all students to see writing as a collaborative
effort. Writing takes time, it is a process, and the best writers use their colleagues to make
their writing stronger.

Writing as a Process
We decided to incorporate the theory Writing as a Process (Elbow) for each specific writing
session. Another big goal that we have in creating this program is for all participants to see that

writing takes time. The best products of writing have gone through a tremendous amount of
planning and revision.

Elbow, Peter. Everyone Can Write: Essays Toward a Hopeful Theory of Writing and
Teaching Writing. New York: Oxford University Press. 2000.
This book focuses specifically on teaching freshman composition and it is about how everyone
has the ability to write, it just takes planning, effort, and a process of revision. We chose to use
this book because Elbows idea of writing is a similar point that we make in this program.

The Art of the Contact Zone

We decided to incorporate Marry Pratts theory The Contact Zone with our approach to the
first part of the program: Underclassmen Pathway Programs. By having students from all
different ages and majors come together in one room, the WPP encourages NAU students to
meet an array of multiple types of people. Furthermore, the students within the sessions are
supposed to work together in to gain the objective of the lesson. The underclassmen sessions
encourage all people to widen their perspectives and form a team with multiple types of
individuals.
Pratt, Marry Louise. Art of the Contact Zone. Profession 91 (1991): 1-6. PDF.

Other Sources that Inspired Our Design

Barron, Nancy. NAU Graduates and Writing Emails. Northern Arizona Univ. Liberal Arts,
Flagstaff, Arizona. IN. 4 September 2015. Lecture.
Bartholomae, David. Inventing the University. Journal of Basic Writing. 5.1 (1986): 4-15.
Web. 26 Sep. 2015.
Bitzer, Lloyd. The Rhetorical Situation. Philosphy and Rhetoric. (1968): 1-14. Web. 26 Sep.
2015.
Buzzi, Oliver, Susan Grimes, and Alistair Rolls. Writing for the Discipline in the Discipline?
Teaching in Higher Education 17.4 (2012): 479-484. PDF.
Crusius, Timothy. Understanding Argument. The Aims of Argument. (1974): 3-10. Web. 9
October 2015.
Edwards, Chase. Personal interview. 10 October 2015.
Gee, James. What is Literacy. Teaching and Learning (1987): 3-11. Print.
Hanstedt, Paul. Three Reasons to Make Writing Across the Curriculum Part of the
Conversation. Liberal Education. (2012): 48-51. Web. 9 October 2015.
Smith, Craig R. Aristotles Rhetoric. Rhetoric and Human Consciousness: 4th ed. Waveland
Press, 2013. 65-89 Print.
The W.A. Frankie College of Business: Pathways to Professional Leadership. Nau.edu, 2015.
Web. 25 October 2015.