This study investigates syllabi for evidence of the principles of writing across the curriculum (WAC) in courses offered by the Faculty of Business (FOB) at a university operating in a non–English-speaking country. The research analyzed all syllabi of FOB courses offered in the spring 2010 semester for evidence of WAC looking for indications of writing activities. The analysis focused on both expressive/informal and product/formal writing and discovered through the syllabi the intention of the instructor to incorporate writing. The findings suggest that these courses require little or no writing and therefore principles of WAC are not evident.
AckermanJ. M. (1993). The promise of writing to learn. Written Communication, 10, 334-370.
2.
AlbersC. (2003). Using the syllabus to document the scholarship of teaching. Teaching Sociology, 31, 60-72.
3.
AstinA. W. (1993). What matters in college: Four critical years revisited. San Francisco, CA: Jossey-Bass.
4.
BachaN. (2012). Disciplinary writing in an EFL context from teachers’ and students’ perspectives. International Journal of Business and Social Science, 3, 233-250.
5.
BachaN.BahousR. (2011). Foreign language education in Lebanon: A context of cultural and curricular complexities. Journal of Language Teaching and Research, 2, 1320-1328.
6.
Bangert-DrownsR. L.HurleyM. M.WilkinsonB. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58.
7.
BazermanC.LittleJ.BethelL.ChavkinT.FouquetteD.GarufisJ. (2005). Assessment in writing across the curriculum. In Reference guide to writing across the curriculum (pp. 120-128). West Lafayette, IN: Parlor Press.
8.
BernsM. (2005). Expanding circle: Where do we go from here?World Englishes, 24, 85-93.
9.
CanagarajahA. S. (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.
10.
CarterM. (2007).Ways of knowing, doing, and writing in the disciplines. College Composition and Communication, 58, 385-418.
11.
CarterM.FerzliM.WiebeE. N. (2007).Writing to learn by learning to write in the disciplines. Journal of Business and Technical Communications, 2, 278-302.
12.
ColemanJ. A. (2006). English medium teaching in European higher education. Language Teaching, 39, 1-14.
13.
CoxM. (2011). WAC: Closing doors or opening doors for second language writers?Across the Disciplines, 8(4). Retrieved from http://wac.colostate.edu/atd/ell/cox.cfm
14.
CrystalD. (1995). The Cambridge encyclopedia of the English language. Cambridge, England: Cambridge University Press.
15.
CumminsJ.SwainM. (1986). Bilingual education: Aspects of theory, research and practice. London, England: Longman.
16.
FarisK. A.GolenS. P.LynchD. H. (1999).Writing apprehension in beginning accounting majors. Business Communication Quarterly, 62(2), 9-21.
17.
FulwilerT. (1988). Evaluating writing across the curriculum programs. New Directions for Teaching and Learning, 36, 61-75.
18.
GravesR.HylandT.SamuelsB. (2010). Undergraduate writing assignments: An analysis of syllabi at one Canadian college. Written Communication, 27, 293-317.
19.
GomaO. D. (2001). Creative writing in economics. College Teaching, 49, 149-52.
20.
HansonJ. H.WilliamsJ. M. (2008). Using writing assignments to improve self-assessment and communication skills in an engineering statics course. Journal of Engineering Education, 97, 515-529.
21.
HilgersT. L.HusseyE. L.Stitt-BerghM. (1999). “As you’re writing, you have these epiphanies:” What college students say about writing and learning in their majors. Written Communication, 16, 317-353.
22.
HinkelE. (2011). What research on second language writing tells us and what it doesn’t. In HinkelE. (Ed.), Handbook of research in second language teaching and writing (pp. 523-537). New York, NY: Routledge.
23.
HylandK. (2009). Writing in the disciplines: Research evidence for specificity. Taiwan International ESP Journal, 1(1), 5-22.
24.
InmanJ. A. (2001). At first site: Lessons from Furman University’s Center for Collaborative Learning and Communication. Academic Writing. Retrieved from http://wac.colostate.edu/aw/articles/inman2001/
25.
JusticeC.RiceJ.WarryW. (2009). Developing useful and transferable skills: Course design to prepare students for a life of learning. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-19.
26.
KachruB. (1992). Teaching world Englishes. In KachruB. (Ed.), The other tongue (pp. 355-360). Urbana, IL: University of Illinois Press.
27.
KirkpatrickA. (2011). English as a medium of instruction in Asian education (from primary to tertiary): Implications for local languages and local scholarship. Applied Linguistics Review, 2, 99-119.
28.
KnightM. (2005). Management communication in non-U.S. MBA programs: Current trends and practices. Business Communication Quarterly, 68, 139-179.
29.
LangerJ. A.ApplebeeA. N. (1987). How writing shapes thinking: A study of teaching and learning. Urbana, IL: National Council of Teachers of English.
McDermottM. (2010). More than writing-to-learn: Using multimodal writing tasks in the science classroom. The Science Teacher, 77, 32-36.
32.
McLeodS. (2008). The future of WAC—plenary address, ninth international writing across the curriculum conference, May 2008 (Austin, Texas). Across the Disciplines, 5. Retrieved from http://wac.colostate.edu/atd/articles/mcleod2008.cfm
33.
McLeodS.MaimonE. (2000). Clearing the air: WAC myths and realities. College English, 62, 573-583.
OchsnerR.FowlerJ. (2004). Playing devil’s advocate: Evaluating the literature of the WAC/WID movement. Review of Educational Research, 74, 117-140.
37.
ParksS.GoldblattE. (2000). Writing beyond the curriculum: Fostering new collaborations in literacy. College English, 62, 584-606.
38.
PeritzJ. H. (1994). When learning is not enough: Writing across the curriculum and the (re)turn to rhetoric. Journal of Advanced Composition, 14, 451-454.
39.
PlutskyS.WilsonB. A. (2001).Writing across the curriculum in a college of Business and Economics. Business Communication Quarterly, 64(4), 26-41.
40.
PobywajloM. (2001). Changing attitudes about general education: Making connections through writing across the curriculum. The WAC Journal, 12, 9-19.
41.
QuibleZ. K.GriffinF. (2007). Are writing deficiencies creating a lost generation of Business writers?Journal of Education for Business, 83, 32-36.
42.
RidleyD.SmithE. (2006). Writing across the curriculum works: The impact of writing emphasis upon senior exit writing samples. Research & Practice in Assessment, 1(1), 1-5.
43.
RiordanD. A.RiordanM. P.SullivanM. C. (2000).Writing across the accounting curriculum: An experiment. Business Communication Quarterly, 63(3), 49-58.
44.
RobsonC. (2002). Real world research (2nd ed.). Oxford, England: Blackwell.
45.
RussellD. R. (2001). Where do the naturalistic studies of WAC/WID point? A research review. In McLeodS. H.MiragliaE.SovenM.ThaissC. (Eds.), WAC for the new millennium: Strategies for continuing writing across the curriculum programs (pp. 259-298). Urbana, IL: National Council of Teachers of English.
46.
SeargeantP. (2010). Naming and defining in world Englishes. World Englishes, 29, 97-113.
47.
SimpsonM. S.CarrollS. E. (1999). Assignments for a writing-intensive Economics course. Journal of Economic Education, 30, 402-410.
48.
SovenM. (2000). Conclusion: Sustaining writing across the curriculum programs. In McLeodS. H.SovenM. (Eds.), Writing across the curriculum: A guide to developing programs (pp. 132-136). Retrieved from http://wac.colostate.edu/books/mcleod_soven/mcleod_soven.pdf
49.
StoutR. (1997). Good writing assignments = good thinking: A proven WID philosophy. Language and Learning Across the Disciplines, 2(2), 9-17.
50.
TardyC. M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15, 79-101.
ToddV.HudsonJ. C. (2008).Using student opinions regarding traditional vs. writing across the curriculum teaching techniques: A qualitative pilot study. College Teaching Methods & Styles Journal, 4, 19-23.
53.
TownsendM. (2005).Writing in/across the curriculum at a comprehensive Chinese university. Language and Learning Across the Disciplines, 5, 134-149.
54.
TownsendM. (2008).WAC program vulnerability and what to do about it: An update and brief bibliographic essay. The WAC Journal, 19, 45-61.
55.
XiaoqiongJ. (2011). Kachru’s three concentric circles and English teaching fallacies in EFL and ESL contexts. Changing English: Studies in Culture and Education, 18, 219-228.
56.
ZamelV. (1995). Strangers in academia: The experiences of faculty and ESL students across the curriculum. College Composition and Communication, 46, 506-521.
57.
ZhuW. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing, 13, 29-48.
