Kiefer, Kate. "Integrating Writing Into Any Course: Starting Points." Academic.Writing
(2000): -. <http://wac.colostate.edu/aw/teaching/kiefer2000.htm>.
After teachers articulate their goals for incorporating writing into courses, working backwards from the goals to specific assignments can be relatively straightforward. This article provides a process for teachers to determine goals and then devise writing assignments to fit those goals.
Kiefer, Kate, & Neufeld, J.. "Making the Most of Response: Reconciling Coaching and
Evaluating Roles for Teachers across the Curriculum." Academic.Writing (2002): -. <http://aw.colostate.edu/articles/kiefer_neufeld_2002.htm>.
For teachers across the curriculum, responding to student writing is often one of the most time-consuming and even dreaded parts of teaching. This article reviews some strategies for in-process as well as final evaluation of student papers.
William, Peirce “Designing Rubrics for Assessing Higher Order Thinking”
http://academic.pg.cc.md.us/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html This article provides models of rubrics for evaluating student writing.
This article suggests that WAC can be used to foster critical thinking even in very simple writing exercises, and gives examples of some useful exercises. Cohen says teachers are obligated to help all students think critically, in this age of globalization.
Monroe, Jonathan. Writing and Revising the Disciplines. Ithaca, NY: Cornell University Press,
2002.
Writing and Revising in the Disciplines consists of a series of essay on practical strategies for teaching writing in the physical sciences, the social sciences, and the humanities.
Orr, John C. "Instant Assessment: Using One-Minute Papers in Lower-Level Classes."
Pedagogy 5.1 (2005): 108-111.
Orr suggests that teachers end their classes with a one-minute, anonymous writing on what each student thinks the "point" of the class was, and what they were confused about. This is instant feedback for the teacher, and gives shy or uncertain students a space to ask questions.
Sargent, M. Elizabeth. "Peer Response to Low Stakes Writing in a WAC Literature
Classroom." New Directions For Teaching and Learning 69 (1997): 41-52.
Explains how to use “inkshedding” in lower-division classes, and cope with the mass of student writing produced. Sargent defines inkshedding as focused writing, on class topics, that students expect to share. The term avoids the baggage that “freewriting” carries: inkshedding is not private or “personal.” Students read each other’s inksheds and respond; Sargent says this helps them conceptualize an academic field as an ongoing conversation. In her courses, students write responses every day. To cope with the mass of responses, she sets up student groups in which students read most of each other’s responses. She describes the logistics in detail.
