Discusses the emphasis that the National Council for Teachers of Mathematics' (NCTM) "Principles and Standards for School Mathematics" puts on the need for all students to organize and consolidate their mathematical thinking through communication and communicate their mathematical thinking coherently to others through writing. Concludes…

Introduces a method of training college students writing skills in content areas that involves the use of a peer-review panel to encourage students to write in-class essays in academic and professional formats. Concludes that because the procedure motivates students to learn and helps the instructor teach, both students and the instructor feel…

Shares a genuine mathematical story that serves as the basis for discussing how the reading of stories contributes to mathematics instruction. Encourages mathematics teachers and students to write mathematical stories. (MG)

The authors discuss ways to evaluate student writing in home economics. Techniques suggested include (1) use of a set of criteria for grading written work, (2) peer evaluation, (3) student editorial teams, (4) selective evaluation of writing, (5) individual conferences, and (6) self-evaluation. (CH)

Describes a writing across the curriculum program at the University of California, San Diego. Reports on the program's design and administration, summarizes how students assess the program, and discusses administrative issues particular to the program. (MS)

Finds that the explicit definition of writing in history is "argumentation" but that the implicit expectation is for narrative. Argues that this apparent contradiction highlights the central function of academic historical discourse: the establishment of an autonomous subject of meaning that speaks from outside history about a distant and…

Presents an interview with Jerome C. Harste, outlining a broad view of the relationships and interactions between literacy, content, inquiry, and curriculum. (SR)

Presents students' successful writing assessments which alleviate students' fears by assigning interesting trigonometry problems and places students in a setting in which they use critical thinking skills, express their ideas verbally with other students, express their mathematics in writing, and have fun. (ASK)

Examines how instruction in scientific writing in a university oceanography course communicated epistemological positions of the discipline. Uses an ethnographic perspective to explore how teachers and students came to define particular views of disciplinary knowledge. Identifies epistemological issues such as uses of evidence, role of expertise,…

Describes a project that addressed how teachers can help second language learners with the difficulties of written mathematical situations. Concludes that retrieving and transforming what students know about mathematics into their own words, and their own words into mathematical language, is a crucial part of mathematics learning. (ASK)

Explores the relationship between students' oral and written thought processes using an interpretive case study of seven middle grade students. Discusses the position that students' mathematical understanding is further developed through writing as a communicative tool while taking advantage of mediated social practices to make clear the rationale…

States that writing has become a major component of mathematics as a teaching, learning, and assessing mechanism of mathematical understanding. Presents some writing activities for mathematics classes and their advantages. (ASK)

Presents a simple writing technique called the key-word process which helps students communicate the important science concepts they have learned. (ASK)

Describes the specific courses in a sequence along with how the writing has been implemented in each course. Provides ideas for how to efficiently handle the additional paper load so students receive the necessary feedback while keeping the grading time reasonable. (Author/ASK)

Preparing students to be scientifically literate citizens and ready for future course work demands that teachers take time and effort to teach writing strategies embedded in middle school science. Illustrates successful ways of integrating writing into science classrooms. (Contains 11 references.) (ASK)