Argues that successful interpretation of writing tasks demands writers' authority, confidence, and knowledge of rhetorical choices, allowing them to take charge of their own writing rather than catering to the imagined demands of a teacher. (RS)

A study examined the attitudes of pre-service secondary teachers toward "writing-to-learn" before and after a compulsory course on language across the curriculum. Subjects, 90 graduates of arts, sciences, social studies, music, business, and physical education programs, recorded their attitudes and understanding of writing to learn at…