Explains the rationale for and offers suggestions on implementing content area writing. (MM)

Discusses the need for administrators to focus on how their students revise written work, considers the relationship of the revision process to learning, and speculates on why revision is not usually seen as a major part of student writing. (FL)

Examines the underlying meaning of the phrase, "writing across the curriculum," its various administrative forms, and its implications for the faculties of colleges, particularly for English department faculties. (AEA)

This book is about widening life and career options for students in the middle and upper grades through literacy. The book's one overarching assertion is that teachers of all subjects can create engaging learning environments where readers and learners use literacy for personal pleasure and as a tool of mind expansion. It seeks to empower teachers…

This report describes a program for increasing class achievement by raising the motivational level of adolescents. The targeted population consisted of high school mathematics students from a metropolitan area located in central Illinois. The problem of low motivation level found in the targeted students was documented by student surveys. Evidence…

This report describes a program for improving attitudes towards mathematics and problem solving in order to improve performance in these areas. The targeted population consists of two high school geometry classes. The school is located in a western suburb of a major mid-western city. The problems of negative attitudes towards mathematics and…

Argues that not just composition teachers, but all faculty members have the responsibility to encourage good student writing by stressing the importance of effective writing in their own fields. (MM)

Describes a college-level introductory integrated science course for non-science majors, called "The Natural World: Explorations in Science," that was laboratory-based, exploratory, and writing intensive, and that was team taught by four teachers from different fields. Discusses elements that make such interdisciplinary teaching possible and the…

Describes seven instructional strategies to improve student reading and writing across the curriculum at Herbert Hoover High School in San Diego, California. Strategies include read alouds, "K-W-L charts," graphic organizers, vocabulary instruction, writing to learn, structured note-taking, and reciprocal teaching. (Contains 11…

Elicits end-of-term written evaluations of debate-like activities in a 70-student class on rhetorical traditions. Indicates that, while a few students expressed discomfort with the competitiveness of the activities, most were laudatory. Shows the value of debate-across-the-curriculum for promoting small group communication and for fostering…

Discusses instructional activities designed to foster the reading-writing connection in the content area classroom. Describes the use of "possible sentences," learning logs, freewriting, dialogue journals, the RAFT technique (role, audience, format, and topic), and the "opinion-proof" organization strategy. (RS)

Argues that freshman composition courses should teach students to use writing to develop an awareness and trust in their own thinking processes. Cautions that students who get nothing but directive instruction will be handicapped in learning to think for themselves. (RS)

Recommends four books which describe how to teach children to read and write about real-world matters. States that children who are engaged with meaningful materials that they have helped select and tasks they have helped plan require less extrinsic motivation than those who are assigned meaningless materials and tasks. (MG)

States major concerns that writing instructors usually have when utilizing the writing-across-the-curriculum approach, including the fears that (1) time will be used poorly; (2) students will be overwhelmed; and (3) they themselves are not competent to manage student writing activities. Gives advice on overcoming these concerns. (KEH)

Discusses a study on how 20 adults in an undergraduate U.S. labor history class transferred writing skills and knowledge they gained from the workplace to the classroom. Determined that it is important for researchers and administrators to recognize and acknowledge the significance of this interplay to serve the interests of students more…