Writing across the curriculum (WAC) has been viewed as a movement that links several academic fields across various academic departments in different institutions. WAC has emerged as a powerful pedagogical tool for improving students' learning outcomes and critical thinking. While the practice of WAC as an independent learning unit is not formally…

Writing, with regards to academic training, has largely been relegated to the territory of primary education. Over the past fifty years, higher education administrators and faculty have become increasingly aware of eroding boundaries between high school and college. The considerable resource investment for the supply of writing courses generates…

Through an examination of four current trends in composition instruction, this article presents a new lens for envisioning composition instruction that integrates the best aspects of the writing across the curriculum, genre-based curriculum approach, ecocomposition, and writing across communities theories of writing instruction. The "literacy…

"Flipping" the Classroom techniques and the use of Embedded Writing Consultants (EWC) in institutions of higher education have been the subject of scholarly research in recent years. However, it appears that no studies have examined the simultaneous use of both "tools" in an introductory History course at the university level.…

Content-area literacy involves the use of research-based learning strategies that help students effectively and efficiently gain content knowledge. Its use is fundamental to all content areas, not just to those that rely heavily on printed materials. One of the major goals of content-area instruction is to produce critical thinkers and problem…

Writing Across the Curriculum (WAC) is a successful educational movement initiated in the US in the 1970s to promote better teaching and learning. It has developed to incorporate writing, speaking, digital educational technologies, and other communication modalities in the past several decades. WAC initiatives have now been successfully…

Suggests that an ongoing commitment to engage in theory talk will have more intellectually exciting consequences than building a comfortable fort out of theoretical tools of reading and writing acquired in graduate school and then tenaciously defending that territory against waves of sinister assistant professors until retirement. (MG)

Discusses short, informal student writing assignments in chemical engineering designed to reinforce chemical engineering concepts relevant to course material, promote creative thinking, and lighten more serious students. (MKR)

Presents annotations of 13 conference papers, journal articles, and other documents from the ERIC database (published between 1988 and 1991) that discuss general aspects of writing across the curriculum and writing to learn, as well as strengths and weaknesses of specific programs. (RS)

Discusses the concept of writing across the curriculum and how it is used in a university level geography class. Suggests that writing as a resource for learning benefits students by encouraging critical thinking, the organization of bodies of information, and increased memory. Includes specific reading and writing assignments. (DK)

Presents some general strategies for using writing in chemistry courses based on experiences in developing a systematic approach to using writing as an effective learning tool in chemistry courses, and testing this approach in high-enrollment general chemistry courses at the University of Tennessee-Knoxville. Contains 18 references. (WRM)

Suggests ways to teach college students basic skills in reading, presentation/oral communication, and writing/publication skills in the context of content courses. Suggestions include guiding and monitoring reading, encouraging frequent student presentations, assigning a variety of writing tasks, and requiring graduate students to write term…

Writing across the Curriculum (WAC) has been urged and tried by some of the best teachers and scholars of the past in ways similar to those of today's advocates and practitioners. WAC programs have staked their claims that writing is essential to learning; that it is necessary to write in order for students to see before them the words that…

The purpose of this book is to provide a wide range of examples of writing across the curriculum (WAC) activities in order to encourage teachers to use writing in their classes regularly as a way of stimulating critical thinking in their students and providing variety in their teaching methods. The book is presented in three sections. The first…

Describes a study of the relationship between the ability to write about mathematical concepts and the mathematical achievement of 70 developmental mathematics students at Georgia State University. Subjects used writing exercises as an adjunct to traditional instructional methods. Students who could write about the concepts were able to use them…