Explores a group of strategies that use dialectical journals in a sequential instructional plan which guides students through a progression of skills to improve their thinking skills. Provides examples illustrating how these strategies can be used with any textual or orally presented material in all content areas, not just with literature. (SR)

Describes a strategy called RAFT (Role, Audience, Format, Topic) used to promote comprehension in content area classrooms. (SR)

Notes that content area teachers recognize that visual organizers such as time lines, Venn diagrams, inductive towers, concept maps, causal chains, force fields, and flow charts help students recognize and take control of the intellectual processes which bring meaning to the study of academic content. (RS)

Describes a method of writing across the curriculum that works and identifies two Spanish-language young adult novels written by Hispanic authors. (HOD)

Discusses instructional activities designed to foster the reading-writing connection in the content area classroom. Describes the use of "possible sentences," learning logs, freewriting, dialogue journals, the RAFT technique (role, audience, format, and topic), and the "opinion-proof" organization strategy. (RS)

Argues that process writing done by a group on a common topic (individual writing with group and peer interaction on an area of shared information) is an effective way to develop writing and language skills. (RS)

Describes the writing across the curriculum movement, citing research reports and articles which discuss its advantages and disadvantages. Notes several problems involved in effectively implementing writing across the curriculum. (MM)

Describes a study which shows that pairing content and English classes has immediate benefits for students of English as a Second Language. Suggests that content and language learning reinforce each other. Shows that such a pairing helped ESL community college students compete with native speakers in a psychology course. (SR)

Describes the kinds of difficulties experienced by less able writers and how content area teachers can help these writers produce better expository text. Provides writing activities that shift the writer's attention from language forms to language content. (SRT)

Describes how a high school chemistry teacher used reading, writing, discussion, and cooperative presentations to reshape examinations so as to teach students as well as assess them. Describes how students had multiple opportunities to express understanding of chemistry concepts and how the teacher could assess students' abilities to communicate…

Synthesizes documents from the ERIC database concerning the research paper as an effective tool in developing communication and study skills, and suggests strategies for helping students successfully research and write a paper. (RS)

Describes a game that helps middle grade students develop awareness of the five major ways authors present and tie content information together. (SR)

Presents three ideas for teaching content area writing, noting that such writing is most productive when assignments are based on real subject area topics and authentic styles. (HOD)

Teachers share learning activities and experiences that involve the writing of letters of famous people, the value of American literature in Nigeria, and the manipulation of expository prose through writing exercises. (HOD)

Discusses four principles derived from theory and practice that make incorporating writing into any class easy and worthwhile: (1) creating audience awareness, (2) making writing tasks consequential, (3) varying writing assignments, and (4) using writing to help students integrate new material into what they already. (FL)