*WAC emphasizes evidence-based practice, built on empirical and longitudinal research. The following are some of the key sources that have guided our WAC program development at UVA. You can also explore the national WAC association’s site for information beyond Grounds. 

Anderson, Paul, Chris Anson, Robert Gonyea, and Charles Paine. “The Contributions of Writing to Learning and Development: Results of a Large-Scale Multi-Institutional Study.” Research in the Teaching of English 50, no. 2 (November 2015): 199-235.

Anson, Chris M., and Pamela Flash. Writing Enriched Curricula: Models of Faculty-Driven and Departmental Transformation. The WAC Clearinghouse and University Press of Colorado, 2021. 

Cox, Michelle, Jeffrey R. Galin, and Dan Melzer. Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs. National Countil of Teachers of English, 2018. 

Eodice, Michele, Anne Geller, and Neal Lerner. The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education. Logan: Utah State University Press, 2016.

Galbraith, David and Veerle Baaijen. “The Work of Writing: Raiding the Inarticulate.” Educational psychologist 11, no. 4 (October 2018): 238-257.

Gottschalk, Katherine and Keith Hjortshoj. The Elements of Teaching Writing: A Resource for Instructor in All Disciplines. Boston: Bedford/St. Martin’s, 2004.

Graham, Steve, Karen Harris, and Amber Chambers. “Evidence-based Practice and Writing Instruction: A Review of Reviews.” In Handbook of Writing Research, edited by C. MacArthur, S. Graham, & J. Fitzgerald, 211-226. New York: Guilford Press, 2017.

Hayes, John. “Modeling and Remodeling Writing.” Written Communication 29, no. 3, (2012): 369-388.  

Kellogg, Ronald. “Training Writing Skills: A Cognitive Development Perspective.” Journal of Writing Research 1, no. 1 (2008): 1-26.

Kellogg, Ronald, and Alison Whiteford. “Training Advanced Writing Skills: The Case for Deliberate Practice.” Educational Psychologist 44, no. 4 (2009): 250-266.

Klein, Perry, Nina Arcon, and Samanta Baker. “Writing to Learn.” In Handbook of Writing Research, edited by C. MacArthur, S. Graham, & J. Fitzgerald, 243-256. New York: Guilford Press, 2017.

Kuh, George. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. American Association of Colleges and Universities, 2008.

Light, Richard. “Writing and Students’ Engagement.” Peer Review 6, no. 1 (2003): 28-31.

MacArthur, Charles. “Instruction in Evaluation and Revision.” In Handbook of Writing Research, edited by C. MacArthur, S. Graham, & J. Fitzgerald, 272-287. New York: Guilford Press, 2017.

Perkins, David, and Garvriel Salomon. “Knowledge to Go: a Motivational and Dispositional View of Transfer.” Educational Psychologist 47, no. 3 (2012): 248-258.  

Sommers, Nancy. “Revision Strategies of Student Writers and Experienced Adult Writers.” College, Composition, & Communication 31, no. 4 (1980): 378-388.

Thaiss, Chris, and Terry Zawacki. Engaged Writers, Dynamic Disciplines: Research on the Academic Writing Life. Portsmouth: Boynton/Cook, 2006.

Traxler, Matthew, and Morton Gernsbacher. “Improving Written Communication Through Perspective-Taking.” Language and Cognitive Processes 8, no. 3 (1993): 311-334.  

Zimmerman, Barry, and Anastasia Kitsantas. “Acquiring Writing Revision and Self-Regulatory Skill Through Observation and Emulation.” Journal of Educational Psychology 94, no. 4 (2002): 660-558.