This annotated list suggests readings about integrating writing into courses in your own subject. They show practical ways of letting students use writing to learn about the subject matter and methods of a discipline, and touch on the theoretical and research basis of such practices. The items have been chosen for their relevance to the University of Toronto and other Canadian conditions. All books are held by U of T libraries (with various call numbers)

Anson, Chris M., ed. The WAC Casebook: Scenes for Faculty Reflection and Program Development (2002). Brief personal accounts of experiences with integrating writing into disciplinary courses in US universities. Intended as discussion starters for faculty workshops rather than reading through; situations not always comparable to U of T or other Canadian universities.

Bazerman, Charles. Shaping Written Knowledge The Genre and Activity of the Experimental Article in Science. Originally University of Wisconsin Press, 1988; now available online.

Bazerman, Charles and Paul Prior, eds. What Writing Does and How It Does It (2004). Eleven chapters by leading scholars summarizing current theories and approaches to the research and teaching of writing. An excellent introduction to the field.

Bazerman, Charles et al. Reference Guide to Writing Across the Curriculum (2005). Historical account and outline of leading theories and approaches (writing to learn, genre and activity theory, writing in the disciplines), with considerable attention to the rhetoric of science. Published online through the WAC Clearinghouse at Colorado State.

Baron, Dennis. Declining Grammar and Other Essays on the English Vocabulary (1989). An amusing set of pieces about the tangles we get into trying to uphold grammatical "rules," and about the odd ways of English usage.

Bean, John C. Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (2001). Probably the best single book on this topic. A thorough and stimulating guide to the theory and practice of handling student writing: covers designing tasks, helping students read difficult texts, using peer groups for feedback, handling the paper load, etc.

Bedford Bibliography for Teachers of Writing, 6th ed. (2004). A useful publication listing and annotating key works (mostly US) for the teaching and study of composition; includes sections on ESL, WAC, and Writing Centers. Available online at http://www.bedfordstmartins.com/bb/.

Belcher, Diane and George Braine, eds. Academic Writing in a Second Language: Essays on Research and Pedagogy (1995). Analysis of pedagogical issues, especially those that affect graduate-level learners.

Bruffee, Kenneth. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. (1999). A classic work on the ways social interactions contribute to student learning, with a special relevance to learning writing.

Eisner, Caroline and Martha Vicinus, eds. Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age (2008). A collection that re-frames ways to think about intertextuality in academic work. See for example Murray on confusing copyright and plagiarism, Bloom on evoking "insider" writing through assignment design, and other articles on thesis statements, the use of imitation, coming to terms with Wikipedia, and ideas of citation in non-American academic cultures. See also Howard, below.

Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching (1986). Shows how a wise composition instructor can teach students to think critically and creatively.

Graff, Gerald. Clueless in Academe: How Schooling Obscures the Life of the Mind (2003). Claims that students do know how to argue and think critically, but need guidance on doing so in academic terms. From the author of Beyond the Culture Wars.

Graves, Roger. Writing Instruction in Canadian Universities\ (1994). An illuminating history of the reluctance of Canadian universities to include writing instruction within their curriculum.

Graves, Roger and Heather Graves, eds. Writing Centres, Writing Seminars, Writing Culture: Writing Instruction in Anglo-Canadian Universities (2006). A collection of articles from the much more diverse set of programs that have grown up in Canadian universities since 1994. Chapters by Rob Irish and Margaret Procter on U of T experiences.

Fulwiler, Toby, and Art Young, eds. Programs that Work: Models and Methods for Writing Across the Curriculum (1990). A classic, outlining methods of teaching writing in a range of disciplines at fourteen US universities. Includes an annotated bibliography

Harris, Muriel. Teaching One-to-One: The Writing Conference (1986). Essential reading for new tutors; gives trustworthy practical advice.

Harris, Richard. The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing with Plagiarism (2001).Thorough and readable. See an excerpt at http://www.virtualsalt.com/antiplag.htm.

Herteis, Eileen M. and W. Alan Wright, eds. Learning Through Writing: A Compendium of Assignments and Techniques, 2nd ed. (2001). A collection of practical and inventive assignments. Amusing, stimulating, and Canadian.

Hillocks, George, Jr. Research in Written Composition (1986). A review and bibliography of composition research since 1963. Asserts that grammar instruction by itself is often counter-productive, affirms value of peer editing.

Howard, Rebecca Moore. Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators (1999). An important re-thinking of the way writers use texts. Points out the recent and situational sense of plagiarism as an offence; shows how students infractions are often a matter of "patchwriting." Offers a usefully wider perspective for teachers and administrators.

Ivanic, Roz. Writing and Identity: The Discoursal Construction of Identity in Academic Writing (1998). Ivanic studies eight mature students at a British university, showing how they switch and blend various types of language (and thus voices or identities) in their development as students. An impressive use of functional linguistics (Bakhtin, Halliday) blended with keen personal observation.

Leki, Ilona. Understanding ESL Writers: A Guide for Teachers (1992). Good introduction to language acquisition theories; gives advice to non-ESL instructors too.

Light, Richard J. Making the Most of College: Students Speak Their Minds (2001). Drawing on extensive surveys and interviews, shows that Harvard students value the chance to work intensively with professors and each other on developing skills in language and writing. Advises timely feedback, chance for discussion, concentrating instruction in upper years; also includes advice for students on making the most of their opportunities to learn writing. See also Sommers, below.

Lindemann, Erika. A Rhetoric for Writing Teachers, 2nd ed. (1987). A thorough overview of current theories, basic points of rhetoric and grammar, and good classroom practices. Summarizes current scholarship and gives practical guidance.

Newton, Janice et al., eds. Voices from the Classroom: Reflections on Teaching and Learning in Higher Education (2001). A collection of newsletter articles and some longer pieces by York University faculty, reflecting on the range of teaching challenges with a diverse student body. Includes practical comments on designing and handling written assignments.

Noguchi, Rei. Grammar and the Teaching of Writing: Limits and Possibilities (1991). A detailed technical analysis of the interrelationship of grammar and good writing, ending with specific tips to teach students a few essential concepts for revising their own writing.

Prégent, Richard. Charting Your Course: How to Prepare to Teach More Effectively (2000). Emphasizes the need to frame teaching objectives deliberately (including development of language skills) and advises on designing assignments and teaching methods to achieve them. Focusses on science and Engineering; also a Canadian perspective.

Rose, Mike. Lives on the Boundary: The Struggles and Achievements of America's Underprepared (1989). An autobiographical account of being a "remedial" learner and teaching remedial classes. Puts concerns about correct language use into context; shows ways to help all students think and write critically.

Schryer, C. and L. Steven, eds. Contextual Literacy: Writing Across the Curriculum (1995). A collection of practical articles analysing situations for teaching writing in Canadian universities, including one by Margaret Procter about students at U of T at Mississauga.

Shaughnessy, Mina. Errors and Expectations (1977). A seminal work from CUNY's open admissions policy a generation ago. (See also Sternglass, below.) Still relevant: shows how to read student work as representing a stage in learning, not just a demonstration of deficiencies.

Sommers, Nancy. Shaped by Writing: The Undergraduate Experience. Cambridge MA: Harvard University Expository Writing Program, 2002 (video) and Across the Drafts: Students and Teachers Talk About Feedback, 2004 (video): both available at http://www.fas.harvard.edu/~expos/. Close analysis of student texts confirms and extends Light's findings (see above). See also the article by Sommers and Saltz in CCC 56:1 (Sept. 2004), where she outlines the combination of summary and critique that she considers the most effective type of first-year writing assignment.

Sterrett, Andrew, ed. Using Writing to Teach Mathematics (1992). From the Mathematical Society of America, sensible and stimulating ideas on improving the conceptual understanding of mathematics by using written assignments.

Sternglass, Marilyn S. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level (1997). An excellent example of case-study research grounded in educational theory and personal experience. Shows the social and intellectual challenges of students at City College, New York, and their various kinds of success—not always a straight path.

Strachan, Wendy. Writing-Intensive: Becoming W-Faculty in a New Writing Curriculum (2008). A forthright account and analysis of the challenges and learning experiences in creating a WID initiative at Simon Fraser University. It outlines many successes at the course level, though the initiative has since been undermined by a faulty institutional structure. Useful for its inclusion of faculty voices and its display of teaching materials and evaluation methods.

Swan, Michael and Bernard Smith, eds. Learner English: A Teacher's Guide to Interference and Other Problems (2001). Overviews of the linguistic and rhetorical patterns of specific languages that may interfere with students' learning of English. Fascinating and clear account of over 17 languages.

Waldo, Mark. Demythologizing Language Difference in the Academy (2004). Argues strongly that writing centres are the best place to institutionalize WAC (writing across the curriculum) programs.

Walvoord, Barbara E., 2nd ed. Helping Students Write Well: A Guide for Teachers in All Disciplines, 2nd ed. (1993). A comprehensive faculty guidebook, deservedly a classic. It gives cogent practical advice on how to present assignments, guide students through difficulties at various stages, and comment efficiently.

Walvoord, Barbara E. and Lucille P. McCarthy. Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines (1990). A set of readable research reports on the results of integrating writing into four different classrooms (business, history, psychology, and biology).

Zamel, Vivian and Ruth Spack, eds. Crossing the Curriculum: Multilingual Learners in College Classrooms (2004). Insightful accounts of the experiences of second-language learners in the university curriculum: from ESL instructors, the learners themselves, and faculty members in a range of disciplines. Excellent reading; offers no easy answers.

Zinsser, William. Writing to Learn (re-issue, 2005). An inspirational discussion of Zinsser's visits to outstanding teachers at American liberal arts colleges.