ePortfolios are generally used as a method for learning assessment; however, ePortfolio research reveals no single set of guidelines for implementation. This article translates a literature review of ePortfolios into actionable suggestions for various higher education contexts. The first part of our article identifies current challenges of and…

Explores similarities and (primarily) differences between writing and speaking across the curriculum programs in three areas: the foundation experience, program objectives, and notions about process. Argues that careful examination of these differences may aid speaking across the curriculum advocates in adding meaningfully to the theory and…

Seeks to clarify the concept of writing-across-the curriculum by presenting the rationale and the theoretical basis behind it. Provides evidence of the merits of such programs, discusses opposition against them, and examines research efforts which seem to demonstrate positive attributes of such programs. (SR)

Defines the major problems, stemming from contending perspectives, facing writing across the curriculum programs in comprehensive universities. Suggests some solutions to these problems and provides four goals for successful programs in the field. (HB)

Supports a call for Debate Across the Curriculum (DAC) by: (1) identifying the strongest arguments for Communication Across the Curriculum (CAC); (2) outlining the research concerning the benefits of participation in competitive debate; and (3) drawing on research in educational psychology. (NH)

Discusses the philosophical bases (cognitive and rhetorical) and the various institutional manifestations (freshman composition courses, adjunct and upper division courses, faculty seminars, and writing consultants) of writing across the curriculum. Argues that, at its best, writing across the curriculum means a change in the entire educational…

Describes various types of writing across the curriculum (WAC) programs and issues in program implementation, examines the implications of WAC programs for teaching basic writers, and outlines some instructional strategies that can be used by teachers to prepare basic writing students for participation in WAC programs. (PAA)

A literature review examined the relationship between journal writing and thinking processes. Little was found in the way of actual research but much was located in the way of authoritative statements from practitioners of journal writing. The literature suggests that journal writing is beneficial in students' personal life, in the educational…

Discusses the concept of writing as a mode of learning and critiques the write-to-learn model of writing theory. Reviews 35 research studies on the topic and concludes that they do not provide empirical proof of writing as a mode of learning. Describes other modes of learning that the model ignores. (HB)

Explores the history and theoretical paradigms associated with writing to learn in science. Asserts that the unique features of writing in traditional scientific genres such as experiment, explanation, and report promote reflection and the production of new knowledge, especially through the formation of meaningful inferences for data. Recasts the…

Reviews the literature of the "Writing across the Curriculum" (WAC) movement and suggests ways for libraries to become involved. It is argued that WAC programs transfer the responsibility for teaching writing from the English department to all academic programs; curriculum-related writing assignments potentially involve library research; and…

To analyze the appropriateness of textual media in the construction of meaning, this paper first provides a review of the psychological research on semiotics and multiple intelligences that supports a broadened notion of text. The paper next reports on preliminary research on the construction of non-print texts in disciplines other than…

Discusses the need for increased collaboration and dialogue among foreign-language instructors and English teachers at the high school and college levels, focusing on the basic contributions such dialogue could provide to improving and increasing participation in such programs as "Writing Across the Curriculum." (CB)

Presents a novel idea for teaching a scientific concept using a poem that describes the major perspectives on the origins of living systems as the medium of instruction. Addresses major concepts such as chemical evolution, DNA vs. RNA, protocell formation, coacervates, panspermia, and special creation. (Author/CCM)

The process paradigm for teaching writing has been the dominant curricular model for the past 20 years, but by anatomizing various dimensions of this paradigm, it becomes clear why it, like any other paradigmatic model, will not last forever. To be adopted and become normative, any new paradigm has to appeal to salient features of the prevailing…