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Anderson, Paul; Anson, Chris M.; Gonyea, Robert M.; Paine, Charles – Across the Disciplines, 2016
This article reports on a study that suggests ways that Writing Across the Curriculum/Writing in the Disciplines (WAC/WID) programs can increase the effectiveness of their efforts, including implementation of writingintensive courses, which are one of the Association of American Colleges and Universities' High-Impact Educational Practices. The…
Descriptors: Writing Across the Curriculum, Content Area Writing, Writing Assignments, Writing Instruction
Stanton, Courtney – ProQuest LLC, 2016
While much attention has been paid to the borders between those within and beyond the discipline of composition, the primary goal of this project is to examine the discourses which exist within composition and, subsequently, how these discourses might work to undermine pedagogy and scholarship. I take the position that even those working directly…
Descriptors: Discourse Analysis, Critical Theory, Disabilities, Language Usage
Santos, Marc C.; McIntyre, Megan M. – Composition Forum, 2016
This article details how we integrate Jody Shipka's approach to creativity and rhetorical awareness into a Professional Writing, Rhetoric, and Technology major at the University of South Florida. We situate Shipka's pedagogy alongside postpedagogy, differentiating the latter from postcomposition. In short, we argue that postpedagogy echoes…
Descriptors: Creativity, Rhetoric, Technical Writing, Writing Skills
Lillge, Danielle – Across the Disciplines, 2012
Widespread adoption of the Common Core State Standards (CCSS) in the United States has resulted in an unprecedented set of national secondary school writing standards that shift responsibility for writing instruction across content areas. As secondary school teachers grapple with these new demands, this article proposes that WAC can serve as a key…
Descriptors: Writing Across the Curriculum, Common Core State Standards, Writing Instruction, Secondary School Students
Fernsten, Linda A.; Reda, Mary – Teaching in Higher Education, 2011
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…
Descriptors: Writing Assignments, Writing Processes, Writing Instruction, Academic Discourse
Bahls, Patrick – Jossey-Bass, An Imprint of Wiley, 2012
The book introduces readers in the often-overlooked math-related fields to the ideas of writing-to-learn (WTL) and writing in the disciplines (WID). It offers a guide to the pedagogy of writing in the mathematical sciences, and gives theoretically grounded means by which writing can be used to help undergraduate students to understand mathematical…
Descriptors: Undergraduate Students, College Curriculum, Mathematical Concepts, College Faculty
Walker, Ian – Australian Journal of Reading, 1987
Urges that teachers consider a broader view of the writing process and experiment with the notion of children applying the skills of process writing to their writing in the content areas. Outlines the major phases of process writing and discusses their application to writing in content areas. (MM)
Descriptors: Content Area Writing, Elementary Education, Integrated Curriculum, Models
Dobler, Judith M. – 1988
When teaching writing in content areas, such as hydrobiology, instructors should remember that what works in a writing class does not necessarily work across the curriculum. Yet although differences exist, content area teachers still need writing departments to teach their students to write. One possible response is the generic course, such as…
Descriptors: Academic Discourse, Content Area Writing, Higher Education, Science Instruction
Hoh, Pau-San; Kirtland, Joe – 2001
In spite of the widespread implementation of Writing Across the Curriculum (WAC), there remains little concrete evidence of the writing-thinking connection. This paper proposes a new research method that tracks students' performance and production at a deeper level of specificity than that in previous investigations of this relationship, e.g., in…
Descriptors: College Freshmen, Comparative Analysis, Content Area Writing, Discourse Analysis
Mayer, Bernadette – Teachers and Writers Magazine, 1988
Discusses ways in which poetry and etymology can be used to capture and/or convey scientific principles. (JK)
Descriptors: Content Area Writing, Discovery Learning, Poetry, Science Instruction

Miller, L. Diane; England, David A. – School Science and Mathematics, 1989
Describes a study in a large metropolitan high school to ascertain what influence the use of regular writing in algebra classes would have on students' attitudes towards algebra and their skills in algebra. Reports the simpler and more direct the writing topics the better. (MVL)
Descriptors: Algebra, Classroom Research, Content Area Writing, Learning Strategies
Streepey, Janet; And Others – 1987
A proposal for a term paper writing course associated with a content area course is presented in this paper. The paper outlines the proposed course, in which a content area teacher assigns a term paper and has control over appropriate subjects for the students' papers. The paper explains that the course provides help in library research…
Descriptors: Academic Discourse, Content Area Writing, Course Descriptions, Higher Education
Merrill, Yvonne – Across the Disciplines, 2004
Both curricular reformers and writing specialists believe a connection exists between critical thinking and writing, however two obstacles have prevented any conclusion from emerging. One is that there is no established shared understanding of what "critical thinking" means. The other is that no one knows how to measure it, even though…
Descriptors: Writing Across the Curriculum, General Education, Critical Thinking, Pilot Projects

Abel, Frederick J.; And Others – Social Studies, 1989
Presents a writing method which allows students to reflect upon issues and ideas and thus encourage understanding and retention of social studies content. Divides the writing process into prewriting, composing, and postwriting, and offers techniques for each element. Includes methods for evaluating student efforts. (LS)
Descriptors: Classroom Techniques, Cognitive Processes, Content Area Writing, Creative Teaching

Rosaen, Cheryl L. – Elementary School Journal, 1990
Discusses writing assignments and instructional support needed when the primary purpose of writing is to help students reformulate their subject-matter knowledge. Research on grades one-three illustrates ways in which two writing assignments offer different opportunities to learn about American history. (BB)
Descriptors: Cognitive Processes, Content Area Writing, Elementary School Students, Elementary School Teachers
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