Describes a model for content writing called "Writing as Transformation," which focuses on three facets of writing to learn: writing as intuition, writing as metacognition, and writing as change agent. (SR)

Describes two writing activities (the journal or learning log and the multiple-entry log) and illustrates their usefulness facilitating the learning of mathematics. Elaborates on why writing is essential in the mathematics classroom. (SR)

Describes a qualitative study of the practices of 12 teachers as they used writing activities in the classrooms. Presents examples of integration of writing and subject matter. (SR)

Maintains that all teachers on interdisciplinary teams in middle schools should teach writing. Examines how content area teachers can use writing to enhance learning. Looks at three levels of student writing (correlated with complexity and time) that may be useful in content area classes. Discusses concerns about writing in content areas. (SR)

Contends that using writing in mathematics will not only make mathematics students better writers, but will also make them better mathematics students. Offers several writing activities for a mathematics class. (MS)

Provides ideas on how to use the Bayeux Tapestry as an inspiration for writing in the areas of art, communications, English and the language arts, history and social studies, home economics, physical education and health, psychology, and science and mathematics. (SRT)

Concludes that two uses of the computer are potentially helpful in social studies instruction: (1) as a data storage and manipulation tool and (2) as a writing tool for composition. Entertains diverse opinions on the necessity of computer literacy. (JK)

Discusses how recently developed techniques of writing across the curriculum can enhance the literacy of mathematics students. Supplies samples of students' journal entries to illustrate how writing helps students understand math concepts and terminology. (NH)

Discusses the need for administrators to focus on how their students revise written work, considers the relationship of the revision process to learning, and speculates on why revision is not usually seen as a major part of student writing. (FL)

Describes a creative leter writing activity that involved eighth and tenth graders assuming characters from the modern age and Middle Ages. (HOD)

Describes a method content teachers in the middle and upper grades can use to teach their traditional content topics with a focus on the content information, the content's organizational plan, and strategies to help students "deep process" the content. Describes the three-stage implementation. Notes evidence that applying and practicing the…

Insists that the narrowed focus of cultural literacy makes application possible and outlines three strategies that have proved successful in conveying business-cultural literacy to students: reading (including the keeping of reading journals), interviewing, and listening to guest speakers from the business world. (NH)