This database was created through both research and praxis. Below you will find a selection of sources that undergird our choices in designing this database. If you have texts or categories you would like to be added to our shared resources, please email Professor Lauren Silber at lsilber@wesleyan.edu.

General

• Naming What We Know by Adler-Kassner and Wardle
• John C Bean’s Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
• Peter Elbow’s “Being a Writer v. Being an Academic: A Conflict in Goals”
• Four Philosophies of Composition By Richard Fulkerson
• James Berlin’s “Contemporary Composition: The Major Pedagogical Theories”
• John Warner’s Why They Can’t Write
• Michelle Cox, Christina Ortmeier-Hooper, and Katherine E. Tirabassi’s “Teaching Writing for the ‘Real World’: Community and Workplace Writing“

History of Composition Courses (Specifically first-year composition courses in the US)

• Sharon Crowley’s “Composition in the University” and “The Invention of Freshman English”
• Reframing the Great Debate on First-Year Writing By Marjorie Roemer, Lucille M. Schultz and Russel K. Durst 

Writing to Learn

• “Writing as a Mode of Learning” by Janet Emig
• Across the Drafts by Nancy Sommers
• Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course by Tara Moore
• The Novice as Expert: Writing the Freshmen Year by Nancy Sommers and Laura Saltz
• Revision as Critical Practice by Joseph Harris

Rhetorical Approaches to Writing

• The Historical Problem of Vertical Coherence: Writing, Research, and Legitimacy in Early 20th Century Rhetoric and Composition By Annie Mendenhal
• Connected, Disconnected, or Uncertain: Student Attitudes about Future Writing Contexts and Perceptions of Transfer from First Year Writing to the Disciplines By Dana Lynn Driscoll

Writing in the Disciplines

• The Historical Problem of Vertical Coherence: Writing, Research, and Legitimacy in Early 20th Century Rhetoric and Composition By Annie Mendenhall
• Connected, Disconnected, or Uncertain: Student Attitudes about Future Writing Contexts and Perceptions of Transfer from First Year Writing to the Disciplines By Dana Lynn Driscoll

White Supremacy and Writing Studies

Multilingual Writers

• Language Difference in Writing: Toward a Translingual Approach By Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur
• “Literacy” from Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy by Steven Alvarez
• Paul Kei Matsuda and Michelle Cox’s “Reading an ESL Writer’s Text”

Feedback and Assessment

• Nancy Sommers’ “Responding to Student Writing” and “Across the Drafts“
• Andrea A. Lunsford and Karen J. Lunsford’s “‘Mistakes Are A Fact of Life’: A National Comparative Study“
• David Bartholomae’s “The Study of Error”
• Asao Inoue’s “Community-based assessment pedagogy” and “Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom“
• Patrick Hartwell’s “Grammar, Grammars, and the Teaching of Grammar”
• College English Special Issue: Toward Writing Assessment as Social Justice