Discusses style-developing assignments in which students simulate the characteristic features of a distinctive manner of speaking. Suggests using impersonation as an invention strategy (e.g., by adopting a controversial persona position), and to encourage stylistic fluency through parodies, dialogues, or polyphonic essays. Also suggests using…

Discusses the teaching of imaginative writing in the content area at the middle school level and indicates potential applications for such teaching at all levels. Contains extensive writing examples. (FL)

Narrates an imaginary dream in which an instructor, newly crowned King of Composition, institutes, while providing rationales based on current research, these changes in the composition program: (1) have all teaching done in conference; (2) eliminate textbooks; (3) do not require grammatical and mechanical correctness; and (4) make writing part of…

Discusses ways to teach faculty in other disciplines about writing. Offers several writing assignments for interdisciplinary faculty workshops, provides guidelines for conducting such workshops, and outlines desiderata of the content area writing assignment. Appendixes include student writing assignments from courses in various disciplines. (JG)

Presents findings of a survey of participants in writing across the curriculum workshops at the University of Vermont. Notes that although nearly every class requires student writing, the kind of assignment is generally informational, does not engage discovery and direct involvement with material, and requires writing in the particular…

Describes how an integrated unit on endangered species brings research alive for second through sixth graders. Presents lessons involving pre-writing, modeling, guided practice, independent practice, revision, and publication of student papers. (KEH)

Examines the long-term effects of the 1980 Virginia Tech Faculty Writing Workshop, a writing across the curriculum workshop that trained teachers from a variety of disciplines to use writing as a means of teaching their disciplines. Shows writing across the curriculum programs work, but that teaching through writing does require increased time and…

Describes the experiences of teachers participating in writing-across-the-curriculum workshops and the successful implementation of interdisciplinary teaching methods at La Salle University. Concludes that the program has not only improved the use of writing in all disciplines but has contributed to global transformations in teaching practices.…