In assisting faculty and instructors across the UCI campus, the CWC puts together research bibliographies on a variety of topics related to writing pedagogy. On this page, you’ll find a select catalogue of those bibliographies. Is there a topic you’d like to learn more about? If so, please contact us.
Effective Responses to Student Writing:
Bean, John C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass, 2011.
Carmichael, Stephen, and Peg Alden. “The Advantages of Using Electronic Processes for Commenting on and Exchanging the Written Work of Students with Learning Disabilities and/or AD/HD.” Composition Studies. 34.2 (2006): 43-57.
Ching, Kory L . “The Instructor-Led Peer Conference: Teachers as Participants in Peer Response.” Eds. Steven J. Corbett, et. al. Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom. Fountainhead: Southlake, Texas, 2014. 15-28,
Cohen, Andrew D., and Marilda C. Cavalcanti. “Feedback on Compositions: Teacher and Student Verbal Reports.” Second Language Writing: Research Insights for the Classroom. Ed. Barbara Kroll. Cambridge: Cambridge UP, 1990. 155-177.
Elbow, Peter. “High Stakes and Low Stakes in Assigning and Responding to Writing.” New Directions for Teaching and Learning. 1997. 69 (1997): 5-13.
Flynn, Thomas, and Mary King. Dynamics of the Writing Conference: Social and Cognitive Interaction. Urbana, IL: NCTE, 1993.
Hartwell, Patrick. “Grammar, Grammars, and the Teaching of Grammar.” College English 47.2 (1985): 105–127.
Haswell, Richard. “Minimal Marking.” College English 45.6 (1985): 600–604. Web.
Kroll, Barry and John Schafer. “Error-Analysis and the Teaching of Composition.” College Composition and Communication. 29.3 (1978): 242–248. Web.
Muncie, James. “Using Written Teacher Feedback in EFL Composition Classes.” English Language Teaching Journal 54.1 (2000): 47-53.
Olson, Mary W. and Paul Raffeld.”The Effects of Written Comments on the Quality of Student Compositions and the Learning of Content.” Reading Psychology 8 (1987): 273–293.
Shaughnessy, Mina. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press, 1977.
Straub, Richard. The Practice of Response: Strategies for Commenting on Student Writing. Cresskill, NJ: Hampton Press, 2000.
Sweeney, Marilyn Ruth. “Relating Revision Skills to Teacher Commentary.” Teaching English in the Two-Year College 27.2 (1999): 213-18.
Vardi, Iris. “Effectively Feeding Forward from One Written Assessment Task to the Next.” Assessment & Evaluation in Higher Education 38.5 (2013): 599-610.
Wyse, Dominic. “The National Literacy Strategy: A Critical Review of Empirical Evidence.” British Educational Research Journal 29.6 (2003): 903-916.
Rubrics (What They Are & How to Use Them):
Andrade, Heidi G. “Teaching with Rubrics: the Good, the Bad, and the Ugly.” College Teaching. 53.1 (2006): 27-31.
Elbow, Peter. “Grading Student Writing: Making It Simpler, Fairer, Clearer.” New Directions for Teaching & Learning. 1997.69 (1997).
Kohn, Alfie. “The Trouble with Rubrics.” English Journal. 95.4 (2006): 12-15.
Luft, Julie. “Design Your Own Rubric.” Science Scope. 20.5 (1997): 25-27.
Reddy, Y M, and Heidi Andrade. “A Review of Rubric Use in Higher Education.” Assessment & Evaluation in Higher Education. 35.4 (2010): 435-448.
Turley, Eric D, and Chris W. Gallagher. “On the ‘Uses’ of Rubrics: Reframing the Great Rubric Debate.” English Journal. 97.4 (2008): 87-92.
Young, Linda P. “Imagine Creating Rubrics That Develop Creativity.” English Journal. 99.2 (2009): 74-79.