Within cross-curricular literacy (CCL) initiatives at colleges and universities, there still remain challenges in preparing and supporting instructors from different disciplinary backgrounds. This small, exploratory study investigates the ways that literacy experiences and disciplinary backgrounds shape the teaching practice of five science…

The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017 consisting of a 16-student group taking an introductory biology course paired with a first-year composition course. The composition…

Disciplinary literacy instruction during kindergarten through second grade enables students to begin developing facility with consuming, producing, and learning from texts in academic disciplines across their school careers and for full civic participation. Extant intervention studies and descriptions of practice in the primary grades offer…

The lack of time available to adequately teach everything expected throughout the days and weeks in a school year is a major concern for many elementary teachers. The heavy focus on reading, writing, and mathematics leaves little time for science and social studies instruction. However, science is an integral part of preparation for college and…

The purpose of this article is to demonstrate the ease with which physical educators, or any other teacher in a school, can incorporate physical movement skills (physical literacy) while teaching reading, writing or any other content area at the same time.

This practitioner-based book provides different approaches for reaching an increasing population in today's schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the…

North Carolina State University's general education program is ambitious, seeking to accomplish a great many things. Yet its implementation is not aligned with its ambitions, because it demands too little of students. This gap between intentions and implementation can cause students to end up with anti-intellectual attitudes, poor writing and…

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…

Synchronous technologies, particularly interactive video conferencing (IVC), are becoming common modes of teaching and delivering college courses. The increasing popularity of IVC in the U.S. and abroad calls for more pedagogically effective practices for instructors using this technology. This volume focuses on innovative and proven approaches to…

The purpose of this study was to identify and describe teaching actions--embedded in the "Science Writing Heuristic" approach, a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science--supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st…

The first in-class assignment for the English section of a Biology/English cluster provides students with an opportunity to observe, record, and organize data that are immediately available. The students first describe the hand with which they are not writing and then reorganize their observations into a brief paragraph. Next they read aloud and…

Considers how the emphasis on literacy instruction in elementary schools makes it difficult to adequately teach content, especially science. Notes that literacy practices can serve as a catalyst for science learning because they provide a means for organizing information and developing habits of mind necessary for scientific exploration. Looks…

Two papers presented at two different conferences and both discussing issues related to writing across the curriculum, are presented in this document. The first paper, "Wanted: Guidelines for Teaching Writing in Non-Writing Courses," (Jan Keessen), presented at the 1992 "four C's" conference, discusses the need to gather data…

In 1984 the Human Biology program at Stanford University launched a writing across-the-curriculum project with a year-long writing-intensive introductory class. The immediate objectives were to (1) develop students' writing fluency by demanding more writing, (2) improve the quality of all student writing by increasing attention to the writing…

Describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project designed to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. (ZWH)