States that content area writing is an essential component in social studies in order to develop critical and reflective thinking. Points out ways of encouraging and developing student writing skills. to enhance this type of thinking. Provides five examples of writing assignments. (BSR)

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)

Notes that writing across the curriculum programs have caused increasing discomfort about the role that English teachers can and should play in cross-curricular writing programs. Suggests an approach to freshman writing that can provide an effective model for a program that appropriately includes among its participants teachers of English. (HTH)

This article provides an overview of how oral language and writing activities may be integrated into a typical kindergarten through sixth-grade social studies curriculum. (JDH)

Provides a lesson plan for senior high school which uses writing to help students learn about World War II. (JDH)

Explores the difficulties writing teachers and students encounter with content area writing assignments, using observations and interviews from two social science classes. (HTH)

Presents a comprehensive theory-based model that encompasses all writing assignments across all disciplines; adapts Jakobson's communication model to written communication. (HTH)

Presents a set of facts extracted from a high school biology textbook and two example paragraphs that students wrote in which they pulled these facts together. An analysis of each writing sample in terms of logical transition and clarity is presented. Suggests this method to help students construct relationships. (BC)

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)

Argues for combining two approaches to writing instruction: the school community perspective, in which writing is a learning tool when it engages students in thinking processes; and the disciplinary community perspective, in which writing serves as a tool for learning the intellectual and social conventions of a content area. (HTH)

Describes how microcomputers can assist in grading the work of beginning writers, especially repetitive errors, and how students respond to this practice. (FL)

Describes how a teacher with little background in science helped her students write puppet plays as part of their learning about the science of rainbows. (FL)

Describes a method of writing across the curriculum that works and identifies two Spanish-language young adult novels written by Hispanic authors. (HOD)

Discusses the use of word processing in an experimental business writing course at the University of South Carolina. Students found that word processing made the task of writing and revising easier and more interesting. (JN)

Advocates creating a content centered writing course with research assignments that demand critical interpretation as well as appreciation of the processes writers undergo to create clear, informed, and developed prose. (CRH)