Suggests three authentic and empowering roles for writing in the social studies classroom: rhetoric, persuasion, and commentary. Gives examples and suggests activities for each. (SR)

Presents examples of short writing assignments that are intended to keep the lines of communication open between teachers and students. Discusses their outcomes and student feedback and suggestions. (ASK)

Suggests that student writing has definite benefits for mathematics learning. Presents five activities to help teachers use writing in their mathematics classes. (ASK)

This article emphasizes the need for writing centers to give continued attention to online tutoring to achieve writing across curriculum (WAC) goals. The article offers a literature review covering the history and state of online tutoring and its relation to the WAC movement and writing fellows programs. We at Saint Joseph College have found that…

This book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word,…

Teaching mathematics in real-word contexts is a strategy to make math relevant for undergraduate students. However, very little research exists on students' methods of integrating contextual and mathematical knowledge through writing. This study uses an interdisciplinary writing assignment to investigate the relationship between students' written…

The purpose of this study was to reconstruct writers' reasoning process as reflected in their written texts. The codes resulting from the text analysis were related to cognitive operations, ranging from simple to more sophisticated ones. The sequence of the cognitive operations as the text unfolded represents the writer's cognitive pathway at the…

The article explores writing-centered pedagogies that deepen student learning in literature survey courses. More broadly, the article also responds to Richard Fulkerson and Maureen Daly Goggin, who challenge professors of English studies to find disciplinary unity within the diverse epistemologies of rhetoric. (Contains 5 notes.)

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and…

Teachers' work is changing rapidly worldwide but is rarely a topic of sustained focus in the literature on teaching English as an additional language. Despite this lack of robust scholarly attention, ESL, bilingual, and content specialists working in primary, secondary, and tertiary contexts contend with the demands of changing demographics and…

Historically, nursing education has recognized that writing enhances critical thinking, the basis of the clinical reasoning process. The online learning recently adopted by Nursing involves considerable writing, which may enhance critical thinking more than face-to-face courses. In the study reported here, the critical thinking and writing…

Suggests the concept of convention provides a basis for teaching the cross-curricular writing course. Describes an experimental freshman writing course which focused on the written discourse of five disciplines: art history, history, biology, literature, and philosophy. (RAE)

Provides a description and several examples of power writing, a systematic approach to teaching writing which assigns a numerical value to sentences and paragraphs. Maintains that this approach meets the needs of students and teachers in content areas such as social studies. (JDH)

Presents ideas on writing instruction for teachers of mathematics, physics, accounting, biology, and social studies. Contains guidelines for designing writing assignments in various content areas. (EL)

Discusses the similarities and differences between the kind of writing that is commonly taught in English courses (composition, creative writing) and that taught in technical education classes (technical report writing, technical communications); and between creative and technical writers. (DMM)