Presents results from a survey of colleges and universities on writing across the curriculum (WAC) programs around the country--how they develop, the components that comprise them, and the premises that underlie them. Concludes that the WAC movement is a success. (HTH)

A study examined elementary school writing instruction to determine (1) how frequently students are writing, (2) when in the curriculum writing occurs, and (3) in what forms the writing occurs. Data were collected in 75 elementary classrooms in 25 midwestern schools during a 15-day period. The data deviated little from what D. Graves reported in…

Designed for the classroom teacher, this composition handbook suggests ways in which the teacher can integrate composition activities with the Macmillan language program. The first part of the handbook examines the following research findings: (1) students learn to write by writing, (2) a variety of writing experiences is necessary, (3) the…

Intended for elementary and secondary school teachers and curriculum planners, the more than 200 titles annotated in this bibliography discuss the theory and practice of teaching writing in the content areas. The citations are organized into seven sections: (1) writing theory and instruction, (2) writing-across-the-curriculum theory, (3)…

Intended for administrators and policy makers as well as teachers, this digest explores the components common to effective writing programs. The digest first discusses activities at the classroom level as the foundation of a successful writing program and elements that should be included in classroom instruction, such as the process approach to…

Intended for use in curriculum planning, course development, and program evaluation, this report contains data from a study of the writing abilities of entering freshman students at the University of Texas at El Paso. The first chapter of the report provides background information concerning the need for systematic assessment of the writing…

Examines data from a survey of the kinds of writing students are required to do in a university, revealing that essay tests, research papers, and reports are the most common writing tasks. Discusses the curricular implications of the findings. (FL)

A case study examined the implementation of a schoolwide writing program established in a California middle school through a district sponsored school improvement program (SIP). Conducted at an urban sprawl southern California school of approximately 900 students in grades seven and eight, the program was directed and implemented by the English…

To evaluate the efficacy of faculty seminars for writing across the curriculum given for the instructors at Robert Morris College (Pennsylvania), an examination of the instructors' verbal protocols was conducted. Eleven faculty members from a variety of disciplines who participated in the 45 hour-long seminars and eight who did not participate…

Reporting on the work of a task force formed for the purpose of improving writing skills in the Memphis (Tennessee) City Schools, grades K-12, this paper identifies the efforts of the task force and its recommendations and traces the development and implementation of the Writing Across the Curriculum Project. An introduction notes the importance…

Noting that two-year college students view writing instruction with suspicion because they do not perceive a tangible link between developing writing skills and their post-graduate activities, a survey was conducted to distinguish between the functions and forms of graduates' writing and to explore writing performed in contexts other than work.…

Intended to help educators, especially content area faculty, understand the factors influencing writing and to give specific teaching ideas across the secondary school spectrum, this paper reports a study of current research on writing methods and instructional models to develop a rationale for cross-curricular writing. Following brief discussions…