Describes problem definition in academic writing as existing on a continuum, with literary interpretation near one end and scientific writing near the other. Examines the consequences of this for undergraduate literature and composition assignments. (SRT)

Describes a four-phase assignment in an English-for-academic-purposes class in which nonnative-speaking students apply the listening and notetaking skills learned to other classes, then write a report that both the English instructor and the content area instructor evaluate. (HTH)

Writing has a place in mathematics classes. It can be used to enhance learning by helping students organize their thoughts. How a journal can be used and analyzed are discussed. (MNS)

Recounts an experiment of including a short block of time within a marketing class to instruct students in grammar and stylistics. (NKA)

Describes the kinds of difficulties experienced by less able writers and how content area teachers can help these writers produce better expository text. Provides writing activities that shift the writer's attention from language forms to language content. (SRT)

Suggests methods which engineering faculty can use to encourage students to write often and well. Directions on how to teach writing in an engineering classroom and an annotated bibliography are given. Students are motivated when they learn that one-third of their working time as engineers will be spent writing. (DH)

Provides parallel and flexible reading/writing strategies designed to help college students with the challenge of simultaneously succeeding in a variety of subject areas in which their experience is limited. (FL)

Describes some of the probable causes and certain consequences of the confusion about the ultimate goals of teaching writing and offers some possible cures. Discusses the consequences of being too practical, the role of writing in the humanities, and the role of writing in relation to public discourse and political power. (EL)

Discusses the results of a survey of faculty and students concerning the importance of writing. Discusses aspects of writing viewed in need of improvement, the responsibility of all departments for writing instruction, the frequency of written assignments, and student and faculty attitudes. (EL)

Outlines a basic writing skills course organized around the process of transcribing reading and lecture notes from students' other classes. (HTH)

Ungraded writing is a way of increasing the amount of writing by geography students without unduly burdening the teacher. Two examples of ungraded writing assignments are described: in-class writing and periodic writing in a private journal. (RM)

Describes a writing program conducted by a department of engineering that uses a single-subject approach to student assistance. Discusses the costs and effectiveness of the program. (FL)

Describes examining seventh- and eighth-grade students' writing for both function and audience as they relate to learning and conceptual development. Includes examples illustrating how audience influenced students' understanding of concepts in a science class. (HTH)

When students study the discipline of statistics, a domain that can be remote and abstract for them, it is critical that they understand what the numbers mean and how those numbers help people arrive at decisions. This paper presents different approaches that help students learn how researchers actually work with statistics and shows how students…

Secondary school educators too often find that their students do not have the necessary literacy skills to use reading and writing effectively to learn subject matter. For middle and high school educators searching for ways to promote literacy, this book bridges the divide between what the research says works in literacy and what is happening in…