Argues that process writing done by a group on a common topic (individual writing with group and peer interaction on an area of shared information) is an effective way to develop writing and language skills. (RS)

Describes the writing across the curriculum movement, citing research reports and articles which discuss its advantages and disadvantages. Notes several problems involved in effectively implementing writing across the curriculum. (MM)

Establishes a broad framework from which to interpret and evaluate the reading-science learning-writing connection. Intends to outline the established links between, identify current bottlenecks in thinking about, and highlight productive inquiries into print-based languages and scientific understanding. (ZWH)

Presents an instructive outline for writing a research paper for National History Day. Organizes the process into three steps: (1) select an interesting topic; (2) develop a strong thesis; and (3) write a well-constructed paper. Includes hints on organization, technical matters, editing, and readability. (DK)

Proposes that the value of formal writing conventions has diminished. Notes that, although formal conventions are important, the findings are hard to generalize. Uses content analysis to prove formal conventions are valuable and are often justified on rhetorical grounds, suggesting the dichotomy between formalist and rhetorical axiologies is…

Analyzes synthesis essays of graduate students for the importance and origin of information and for the quality of key rhetorical moves. Confirms the interrelatedness of comprehension and composing processes and illustrates how writers, with varying levels of topic familiarity, use both their knowledge of disciplinary topics and their experience…

Describes a study which shows that pairing content and English classes has immediate benefits for students of English as a Second Language. Suggests that content and language learning reinforce each other. Shows that such a pairing helped ESL community college students compete with native speakers in a psychology course. (SR)

Argues that metaphorical language and metaphorical thought pervade the sciences and science writing. Asserts a useful bond between technical writing and poetry. Provides numerous poems uniting scientific themes with metaphorical language. (HB)

States that second-language acquisition students enrolled in developmental courses share the problem of making the transition from the personal to the abstract in discussing and reading academic topics. Reports on the collaboration aimed at increasing students' understanding of complex sociological and anthropological concepts while at the same…

Draws on the perceptions and experiences of upper-division students enrolled in writing-intensive (WI) classes in their majors at a large state university. Discusses findings as they relate to the ideologies of writing across the curriculum and writing in the disciplines. Suggests greater attention to a field's inquiry methods and strategies for…

Presents several cooperative learning lessons that integrate science, reading and writing. Notes that sample lessons involve six methods of cooperative learning drawn from four prominent developers and researchers, David Johnson, Roger Johnson, Robert Slavin, and Spencer Kagan. Describes the cooperative learning method to illustrate how to use it…

Examines the thinking processes of 16 eighth grade science writers during laboratory report writing and explores the possibility that writing can contribute directly to science learning. Five students exhibited no mental reflection during writing whereas nine students demonstrated scientific problem solving including hypothesis and evidence…

Suggests that classroom instruction can be aided by training students in question generation. Encourages secondary and postsecondary content area teachers to encourage student questioning instruction as a basis for higher level thinking about subject matter. (RS)

Argues for the inclusion of reading and writing in math classes. Suggests that children dislike math class not because they dislike math but because they dislike memorizing times tables out of context. (TB)

Capitalizes on increased media attention on science fiction themes and provides students with an array of activities that capture their interest by integrating science with literature, writing, and art. (Contains 18 references.) (ASK)