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 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)

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)

Suggests using writing to enhance students' learning of content material because a positive environment that encourages writing allows students to explore, analyze, and synthesize what they are learning in a content classroom. Enumerates principles for facilitating comprehension and recommends using a guided writing procedure. (SKC)

Offers a dozen concrete suggestions for using paraphrase writing to teach content, better reading, and interpretive thinking. (HOD)

Provides a teacher study questionnaire and tables for two follow-up studies (observational and field) investigating questions of improved achievement through unit construction and increase in the likelihood of teachers employing reading and writing instruction. Concludes efficacy of units on teaching techniques. (JK)

Provides suggestions for teaching multisyllable words to remedial readers, incorporating romantic fiction into a reading program, and using content writing activities in a biology class. (HOD)

Explains a five-step study strategy (PORPE) that can be used in any content area: Predicting potential essay questions to guide subsequent study; Organizing key ideas using own words; Rehearsing the key ideas; Practicing the recall of the key ideas in self-assigned writing tasks; and Evaluating the completeness, accuracy, and appropriateness of…

Discusses important considerations for teachers as they plan and implement content area instruction with linguistically diverse students. Reviews promising strategies for content area instruction that are appropriate and appealing for mixed groups of native and nonnative speakers. (SR)

Describes a teaching unit for junior high school content area classes that is intended to provide students with effective strategies for reading nonfiction. The unit involves independent reading, research, and writing activities which culminate in the publication of student-written nonfiction books on topics of the student's choice. (SKC)