Lists writing exercises based on observations students can make in a shopping mall. Notes that the exercises are intended to become a springboard for study, description, conjecture, evidence, example, and innovation, and can be combined, expanded, or shortened. (EL)

Critiques what learning appears to mean in the typical American school setting and suggests a more appropriate construct of learning. Explains how this construct will enable a clearer vision of how writing fits as a means of enhancing learning. (HTH)

Describes several websites containing content-area reading and writing resources and research, including the ERIC Clearinghouse on Reading, English, and Communication (www.indiana.edu/~eric rec). (PKP)

Describes a writing intensive seminar for college freshman. Includes goals, reading assignments, writing assignments, and group projects. Provides web-based resources on tuberculosis along with an evaluation sheet for web site reviews. Concludes that students exhibited great interest in the topic and course feedback was positive. (DLH)

Discusses a process to guide students at various levels of writing ability to inquire into unfamiliar and often intimidating subject areas. Notes the process is based on a Piagetian learning cycle that asks students to identify areas of cognitive dissonance, and to engage in a conversation about ways of resolving their uncertainty. (RS)

Describes an assignment in which students write a short memo report analyzing and comparing both what a company says in its annual report and what its balance sheet shows. Describes four simple mathematical formulas students can use to quickly diagnose a company's financial health. Appends a sample of the short report format. (RS)

Discusses how adults in the Brooklyn Public Library Adult Literacy Program use writing (particularly poetry) to deepen their knowledge of spatial reasoning, fractions, and percentages. (RS)

Describes briefly several children's books that lend themselves to writing activities to support math and science instruction. (SR)

Describes the development of, and examines the assumptions behind, Frank Aydelotte's 1917 theory and pedagogy of technical writing, called the "thought movement," in which engineering students were required to think and write about issues important to their education and future careers. (SR)

Describes a qualitative study of the practices of 12 teachers as they used writing activities in the classrooms. Presents examples of integration of writing and subject matter. (SR)

Describes a class activity in which children write "news stories" concerning what happened to them over the weekend. Notes that the activity is enjoyable and effective in facilitating literacy. (RS)

Describes an activity used with a fifth-grade mathematics class in which students solved a problem and wrote a convincing argument to prove their solution made sense. (SR)

Provides examples of geometry writing projects and discusses goals and difficulties of using these projects. Explores the process of grading and allowing student revisions of these projects by using a time-saving grading method. (Author/ASK)

Describes a strategy, useful in content area classes as well as English classes, which concentrates on using writing as a means of developing students' automatic ability to use basic sight vocabulary. (SR)

Evaluates Samuel Chandler Earle's 1911 presentation to the Society for the Promotion of Engineering Education. Demonstrates Earle's role in the shift of technical writing courses that combined both the goals of an engineering curriculum with the real-world needs of the graduated engineer. Finds that Earle's "Tufts Experiment" provided…