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Prain, Vaughan; Hand, Brian – Educational Researcher, 2016
Over the past 20 years, claims about how and why student writing can serve learning have changed markedly. This has been partly due to new technologies displacing writing as a predominant resource for learning, prompting new sense-making practices and shifts in how these changes are theorized. Learners now routinely collaborate to generate,…
Descriptors: Literature Reviews, Multimedia Instruction, Multimedia Materials, Epistemology

Spack, Ruth – TESOL Quarterly, 1988
Reviews studies of native-language writing programs and argues that the teaching of writing in the disciplines should be left to the teachers of those disciplines; English-as-a-second-language composition teachers should focus on general principles of inquiry and rhetoric, with emphasis on writing from sources. (Author/CB)
Descriptors: Academic Discourse, Content Area Writing, Discourse Communities, English for Academic Purposes
Davis, David J. – 1984
A review of dozens of journal articles and books on the subject of writing across the curriculum reveals the following basic assumptions that seem to characterize most college writing across the curriculum programs: (1) writing is a complex and developmental process; (2) writing should be used to promote learning; (3) the teaching of writing is…
Descriptors: Content Area Writing, Higher Education, Interdisciplinary Approach, Learning Theories

Williamson, Michael W. – Research & Teaching in Developmental Education, 1987
Reviews the history of writing across the curriculum programs and examines two instructional orientations, the general writing approach, which views writing as a unique tool for consolidating learning; and the discipline-specific approach, which focuses on the function or social purposes for writing. (DMM)
Descriptors: Basic Writing, Content Area Writing, Higher Education, Interdisciplinary Approach
Parker, Robert P.; Goodkin, Vera – 1987
Intended for teachers of grades 7-16, this book discusses "heuristic" writing--writing that produces new, irreversible knowledge for the writer leading to a fuller understanding of the self and of the act of writing--as well as principles and practices having direct implications for a wide range of students. Chapter 1 examines the…
Descriptors: Cognitive Structures, Content Area Writing, Creative Thinking, Creative Writing