Findings of the Writing Research Unit at the University of London Institute suggest that writing curricula in British secondary schools do not foster independent thinking or individual personality development. (JH)

Describes an experimental course in "Literature through Science" designed to improve students' expository writing skills while teaching them about science. (DD)

Provides content area teachers with teaching strategies designed to integrate writing instruction into their classes, not only to improve student writing skills but also to enhance subject matter learning. (RL)

Describes experiences in planning and conducting a workshop that combined the teaching of writing, research, and basic photography skills. (EL)

Considers the revolutionary effects of including more interdisciplinary content in English and the idea of teaching English indirectly through a focus on meaning that would result in an "agenda of learning" across the disciplines. (JK)

Describes the difficulties that students have in language use in the areas of math, social studies, science, and English as reported by high school teachers in Saskatoon and rural Saskatchewan. (CRH)