Undergraduate writing fellows play an important role in administering writing assignments in writing-intensive courses. At the University of Michigan, the MWrite program was designed to support the implementation of writing-to-learn (WTL) assignments in STEM courses. Within MWrite, writing fellows are a primary instructional resource for students…

The theme course has not held a distinct place in scholarship, despite being a longstanding practice in the field; meanwhile, it has come under scrutiny in teaching for transfer (TFT) scholarship, which perceives the practice as conflicting with writing-centered approaches. In contrast, scholarship on theme courses suggests that a resilient motive…

This article shares results from a qualitative research project that examines the similarities and differences in how composition textbooks and science-writing textbooks address visual communication topics. This research has two goals. First, it seeks to better understand how visual communication is practiced and valued in the composition and…

Difference or facts of nonusage present a challenge to teacher-scholars of writing and rhetoric in WAC/WID and beyond. How can they appropriately engage different language and rhetorical practices in the classroom and relations of power asymmetry in discursive engagements? How can they effectively address issues of disciplinarity and challenge…

Writing transfer scholarship is more systematically investigating the influence of dispositions, which are internal qualities that influence how individuals react to learning contexts. In this article, we consider dispositions in science laboratories, which are important contexts for WAC/WID instruction, especially at institutions where these…

This article describes results from a research project in which graduate education students from multiple content areas used an instructional strategy, centered on poetry, to integrate reading and writing across the curriculum. It discusses the importance of integrated curriculum and highlights the metaphorical tug-of-war between interdisciplinary…

Just as physical activity should be a lifelong endeavor, so should writing. With confidence and professional development, physical educators can be writers as well as teachers of writing.

This study investigated 309 secondary mathematics teachers', from 50 school districts, perceptions of Writing to Learn Mathematics (WTLM) strategies. A modified version of a previously validated instrument was used for an online survey (Silver, 1999). Only 45% of teachers who participated in the survey were familiar with WTLM. The majority of…

Graduate teaching assistants (TAs) and the general education yet discipline-specific courses they often teach occupy a complex peripheral position in the university. This qualitative comparative case study investigated disciplinary TAs' identities and pedagogical strategies as they taught writing courses linked with disciplinary lecture courses at…

This paper describes the transition that the Anisfield School of Business of Ramapo College of New Jersey made from a conventional Writing Across the Curriculum approach to a Writing Across the Business Core approach. The impetus for the change is explained as well as the creation and design of the program. The document driven program is analyzed,…

Students who demonstrate perennial difficulties with researched writing typically have poor reading skills. Those who do not improve significantly as readers and writers in first year composition, if they do not drop out, often struggle throughout college. Even when students are given explicit and enhanced instruction in reading and adjustments…

This article shares strategies that educators can use to assist students in meeting the challenges of academic writing more effectively. In order to foreground an understanding of struggling writers, the text begins with a brief review of composition theory and history related to basic writers and identity. It goes on to examine classroom…

This essay presents results from a comprehensive study of writing in the undergraduate curriculum at the University of Pittsburgh. It is in two sections. The first section reports on interviews with faculty from across the disciplines in the School of Arts and Sciences; the second reports finding from student focus groups and from an extensive…

The focus groups of students representing a variety of majors, reported that assigning WTL exercises, WID papers, and guided-focus journals was indeed useful in helping then to learn the subject matter more comprehensively than the traditional method of lecturing and test taking. Students tended to report that they learned the information more in…

An integrated technical writing and design course has been developed at Rowan University. This course was developed using aspects of project-based learning and recent discussions about design education, as well as pedagogical approaches from the write-to-learn and the writing in the disciplines (WID) movements. The result is a course where the…