In a pilot study based on a project underwritten by the United States Department of Education to add more study of international issues to writing courses, revisions in content to both a first your and an advanced composition course were tested during 1993-94. The method for the classroom procedures was also changed to enhance the greater…

Explores the reasons why speech and writing are taught independently of each other. Discusses some advantages of integrating the two curricula. Offers options for organizing courses. Provides examples of programs and resources. Describes a survey of writing program administrators regarding whether they integrate speech and writing curricula. (PRA)

Presents results from a survey of colleges and universities on writing across the curriculum (WAC) programs around the country--how they develop, the components that comprise them, and the premises that underlie them. Concludes that the WAC movement is a success. (HTH)

There is no single program for improving student writing, but there are common elements of programs that help kids learn to write well. Likewise, there is no professional development program that provides all the skills and knowledge a teacher will need to improve student writing--and, ultimately, student learning--but there are common elements…

The Developmental Writing Program process curriculum model was developed to teach writing to elementary students. It combines prewriting, drafting, editing/revising, and publishing/sharing. A staff development model has also been developed and includes three components: administrator and staff orientation, teacher training, and on-site program…

Describes the Colorado Writing Assessment Program, a testing program that provides two kinds of feedback to teachers and students: (1) a holistic score that measures the general quality of writing and (2) a set of scores on analytic scales that reflect students' achievement in four areas. Concludes that the program works. (FL)

Describes how English faculty at a community college surveyed the needs of faculty in other disciplines regarding their writing requirements. Relates patterns that emerged and describes changes made in the English 101 course, including a summary/reaction assignment based on a bibliographic resource. Notes positive comments from students and…

Intended for use in curriculum planning, course development, and program evaluation, this report contains data from a study of the writing abilities of entering freshman students at the University of Texas at El Paso. The first chapter of the report provides background information concerning the need for systematic assessment of the writing…

A case study examined the implementation of a schoolwide writing program established in a California middle school through a district sponsored school improvement program (SIP). Conducted at an urban sprawl southern California school of approximately 900 students in grades seven and eight, the program was directed and implemented by the English…

A project followed the development of a curriculum of editing assignments used to bridge the gap between Miami-Dade Community College students' passive command of grammatical rules and active use of them in their writing. Assumptions and strategies used in developing the curriculum included: (1) the idea that editing must be seen as a part of the…

Intended for use by college and university educators, this book contains theoretical ideas and practical activities designed to enhance and promote writing across the curriculum programs. Topics discussed in the 12 major chapters are (1) conceptual frameworks of the cross writing program; (2) journal writing across the curriculum; (3) writing and…

Articles in these proceedings of a conference of the Council for Programs in Technical and Scientific Communication represent the views of professional communicators and academicians who share a concern for providing breadth and quality of preparation of present and future technical communicators. The 11 articles discuss the following topics: (1)…

Research conducted since the early 1970s has provided important insights into how written language develops and how teachers can best foster that growth. One of these promotes the holistic approach to language instruction--to nurture the emergent speller is to nurture the emergent reader, writer, speaker, listener, and thinker. Another important…