• Bean, John L. Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom 2nd  Edition. San Francisco: Josse-Bass, 2011.
    (The most valuable single introduction to “Writing to learn” pedagogy, structured as a “How to” manual, full of good examples of classroom exercises in a range of disciplines.)
  • Bullock, Richard. The St. Martin’s Manual for Writing in the Disciplines: A Guide for Faculty. N.Y.: St. Martin’s Press, 1994.
  • Light, Richard J. Making the Most of College: Students Speak Their Minds. Cambridge, Mass.: Harvard University Press, 2001.
    (Light stresses that students rank writing instruction as one of the most valuable parts of college education. Chapters 4, “The Most Effective Classes,” offers specific advice based on interviews with students about formal and informal writing assignments.)
  • Parker, Robert P., and Vera Goodkin. The Consequences of Writing: Enhancing Learning in the Disciplines. Heinemann. 1986.
    (Outlines the pedagogical theory underlying Writing Across the Curriculum, arguing that writing is not simply a medium for communication but a process that constructs knowledge for the writer and thus an integral part of learning. Offers practical illustrations of “writing to learn” pedagogy in entomology, clinical nursing, psychology, and mathematics.)
  • Sorcinelli, Mary Deane and Peter Elbow, eds. Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines. (New Directions for Teaching and Learning, No. 69); San Francisco, CA: Jossey-Bass. 1997.
  • Zinsser, William. Writing to Learn: How to Write--and Think--Clearly about any Subject at All. New York: Harper & Row, 1988. (An engaging account of one teacher’s encounters with good writing and good teachers of writing in a range of disciplines. Written in autobiographical, non-academic style.)


Web resources

Further reading (more comprehensive WAC bibliographies)