In this article we propose a five-step sequenced approach to integrative interdisciplinary learning in undergraduate gateway courses. Drawing from the literature of interdisciplinarity, transformative learning theory, and theories of reflective learning, we utilize a sequence of five steps early in our respective undergraduate gateway courses to…

This article shares strategies that educators can use to assist students in meeting the challenges of academic writing more effectively. In order to foreground an understanding of struggling writers, the text begins with a brief review of composition theory and history related to basic writers and identity. It goes on to examine classroom…

An integrated technical writing and design course has been developed at Rowan University. This course was developed using aspects of project-based learning and recent discussions about design education, as well as pedagogical approaches from the write-to-learn and the writing in the disciplines (WID) movements. The result is a course where the…

Describes a number of techniques used in a developmental English class. Notes that listening to colleagues in other disciplines and using writing-to-learn strategies are two ways to make a classroom successful. Suggests that these techniques can help developmental students become active listeners and readers. (SR)

Contemporary learning theory supports the use of writing as a cognitive tool to enhance retention and assist students to understand abstract mathematical concepts. Using writing activities in the intermediate grade and secondary classroom enhances the learning of mathematics and is a way of making mathematics more reachable to those students who…

Describes numerous teaching\writing activities used in a teacher's high school history classes that are based on using writing as a means of teaching and learning, and on an understanding of the importance of continual (formative) assessment. Describes "initiative" assignments, process and reflection assignments, and research assignments. (SR)

Describes the Polaroid Education Program. Discusses ways to incorporate instant photography and writing into a range of subject areas. (SR)

Presents the writing-intensive design for a retailing management course developed by its instructor in accordance with writing-across-the-curriculum principles. Provides an overview of the semester-long project. Details project procedures for preparatory activities, field research, and writing the marketing plan. (SR)

Presents a social studies writing assignment which encouraged students to offer their personal reflections on the Pilgrims and the first Thanksgiving. (MG)

Noting that the process of making and supporting generalizations and argumentation are two thinking strategies that cut across almost every subject area, this paper presents several class activities designed to improve students' ability to make and support generalizations and produce arguments in a written (or oral) composition. The first activity…

This digest summarizes the more than 300 items in the ERIC database concerning writing across the curriculum (WAC) published between 1990 and 1992. The digest presents categories of material about WAC--advocacy, activities, recent research, implementing new programs, and faculty training--and discusses one or two pertinent sources for each…

Discusses three types of journals: (1) writer's journals, which encourage recording of events for later literary work; (2) learning logs, which encourage interaction with curriculum content; and (3) diaries, which allow free flow of emotions and ideas. For each type, student samples and teacher comments are provided. (BC)

Describes an activity to develop students' skills of observation and recordkeeping by studying the growth of a tree's leaves during the spring. Children monitor the growth of 11 tress over a 2-month period, draw pictures of the tree at different stages of growth, and write diaries of the tree's growth. (MDH)

Ninth-grade students' (n=90) responses to impromptu, in-class writing assignments were examined to evaluate students' understanding of mathematical concepts. Participating teachers benefited by seeing how students' writings may reveal misconceptions concerning mathematical concepts, skills, and generalizations. (MDH)

Describes a classroom study of 20 self-selected, college-bound, U.S. history students in which the students created a story, poem, painting, or other art form after studying a unit on immigration. Includes several examples and descriptions of students' poetry, writing, and other creative projects. (CFR)