Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)

Offers writing activities based on the Bayeux Tapestry for use in art, communications, home economics, physical education, psychology, history and social studies, and science and mathematics classes. (EL)

Invites colleagues in the "hard" sciences to embrace writing, reading, and thinking across the curriculum, and describes the use of "project" and "concept" composition assignments to that end in an organic chemistry course. (HTH)

Describes a creative leter writing activity that involved eighth and tenth graders assuming characters from the modern age and Middle Ages. (HOD)

Reports on a study designed to reveal differences in quality ratings that teachers in three high school curricular areas--English and social studies, mathematics and science, and business--gave to representative samples of freshman writing in the argument mode. (RBW)

Reviews eight reading-across-the-curriculum textbooks, showing that four treat academic discourse only in its generic form, while four go beyond that level to look at the audience, purpose, and genre specific to particular disciplines. (RBW)

Researcher and educator Charles Cooper responds to questions about writing evaluation theories, contexts, methods, and instruments. (FL)

Describes a writing unit for junior high students in which they respond in writing to art reproductions or photographs and are responded to in turn by their classmates. (CRH)

Describes the problems of writer-based writers, who are unable to select and relate their knowledge effectively, and proposes exercises to develop their writing skills. (MM)

The saying "Good teaching is good teaching" holds considerable truth when thinking about exemplary practices used in educating students who are deaf. Some adaptations not withstanding, educating deaf or hearing students well should mean engaging in similar pedagogical practices that link language-learning with content-learning. All students, deaf…

Based on the premise that students can learn a great deal by reading and writing a newspaper, this book was created by preservice instructors to teach upper elementary students (grades 3-5) newspaper concepts, journalism, and how to write newspaper articles. It shows how to use newspaper concepts to help students integrate knowledge from multiple…

This report describes a program for improving student abilities and attitudes toward writing through increased writing time and opportunities. The targeted population consists of second, third, fourth, and fifth grade students at the elementary level in a growing middle class community located in the northwest suburban area of Chicago, Illinois.…

The sixth edition of this book presents preservice and inservice teachers with theory and related teaching strategies designed to assist middle and secondary students in reading and learning from their textbooks, and this edition seeks to integrate the current state of the art with some personal ideas. It includes a CD-ROM Digital Supplement which…

Argues that writing in the content areas should be used as a discovery tool, stimulating students' conceptual involvement and prompting them to further investigations. (MM)

Suggests two shifts in perspective that will help turn writing across the curriculum courses toward aim and away from mode as a central organizing principle. Suggests a theoretical shift from "mode" to "topic" and a practical shift from single to plural textuality, combining several textual paradigms as demonstrated in the…