Background: Science, technology, reading and writing, engineering, art, and mathematics (STREAM) education is an emerging form of STEM/STEAM education. STEM education research focuses on how students acquire knowledge and skills. The potential of reading and writing to effectively support students in STEM education has been the focus of research.…

Despite strong support for integrating reading and writing instruction, writing practice is often crowded out of the schedule in elementary classrooms. To promote increased emphasis on writing, a working group of literacy researchers highlights three writing goals and six research-based reading-to-writing practices to enliven instruction with more…

Examinations of adolescent literacy practice over the last 10 years have illuminated the significance of an integrated approach to literacy and content area instruction (Bean, 2000; Applebee & Langer, 2013; IRA, 2012). Considering writing specifically, writing in the content areas has positively impacted both students' writing quality and…

Theoretical thinking is needed to help establish writing across the curriculum as a real field and not just a passing fad. The metaphor of the Three Graces--Giving, Receiving, and Returning--suggests a procedure that could generate and sustain both theories and programs. English teachers usually give the initial impetus to cross-curricular…

Considers the situations of "interdisciplinary writing," writing done in correspondence with subjects other than English. Describes some methods and experiences in teaching interdisciplinary writing in a college level "Writing Science" course. (JT)

Outlines a technique for improving student writing across the disciplines through postwriting evaluation sessions. (FL)

This text discusses how to create and incorporate effective writing assignments throughout the mathematics curriculum. It also emphasizes engaging students in a dialogue about mathematics while they are trying to learn. The first section provides concrete advice with a large number of examples so that an instructor can successfully begin to use…

Points out that composition and literature often can be best taught when combined with architecture, philosophy, music, or other subjects. (EL)

Describes a two-week bilingual poetry writing unit that combined a creative writing class and a Spanish class and that compiled a classbook of students' poems in the two languages. (SR)

Notes the differences between language for learning and language for informing, pointing out that the latter is overemphasized by teachers. Proposes the increased use of expressive writing in all disciplines. Offers suggestions about staff preparation for using writing more effectively in all disciplines. (RL)

Describes a project in which students combined personal narratives, drawings, and Japanese woodblock prints. Includes three examples of students' stories and prints. (SR)

Describes a first grade teacher's typical day. Uses it to illustrate methods for integrating the teaching of the language arts. (FL)

Intended for content area teachers and faculty, this booklet provides a coherent program for building a school-wide composition curriculum. The first section contains an explanation of the program and its background, including sequence and classroom processes. The major portion of the booklet is divided into three groups of assignments. Group one…

If students are first taught writing as experience, then become aware of the intellectual and imaginative operations they use to shape that experience, they will be better able to manage the thinking and writing tasks of the various academic disciplines and of the world of work. This is the purpose of a proposed upper-level writing course that…

Discusses the teaching of imaginative writing in the content area at the middle school level and indicates potential applications for such teaching at all levels. Contains extensive writing examples. (FL)