Develops several lessons that integrate reading and writing for the purpose of understanding and retaining knowledge. Illustrates the use of a feature matrix, as well as webs, outlines, and timelines as organizational devices to engage the students in active comprehension of text. (NKA)

Examines data from a survey of the kinds of writing students are required to do in a university, revealing that essay tests, research papers, and reports are the most common writing tasks. Discusses the curricular implications of the findings. (FL)

Presents responses to three "College English" articles, C.H. Knoblauch and Lil Brannon's "Writing as Learning through the Curriculum" (September 1983), Helen Schwartz's "Monsters and Mentors" (February 1982), and James C. Raymond's "Rhetoric: The Methodology of the Humanities" (December 1982). Includes the…

Takes a retrospective look at a decade's change in the role of English at a midwestern university, and the English department's attempt to create a working community of scholars through a focus on writing improvement. (AEA)

Most educators intuitively understand the critical relationship between thinking and writing: writing allows us to express what we think, but the very act of writing spurs a process of exploration that changes our thinking and helps us learn. "Teaching Writing in the Content Areas" examines nearly 30 years of research to identify how teachers can…

Describes the results of a classroom trial activity to encourage communication in mathematics. Students were asked to write a short story or a joke or to create a cartoon about an aspect of mathematics, which was in this case isolating the variable or property of negative 1. The activity revealed creativity and allowed the teacher to determine how…

Describes the use of writing assignments for preservice teachers to help them reflect on the teaching and learning process in their internship classrooms. (MKR)

The Thematic Unit approach to content-area learning integrates reading, writing, and speaking exercises for learning-disabled students while fostering active and strategic study of the content. Features include use of natural materials, teaching of learning strategies, and emphasis on student decision making and involvement. Guidelines are…

Describes the use of Margaret Wise Brown's "The Important Book" to involve students in writing about defining qualities and attributes of geometric shapes. (MKR)

Author describes use of writing assignments to help ninth grade students learn earth science and increase their interest in it. Presents advice for both formal writing assignments (laboratory reports and library-research papers) and informal assignments (learning logs or journals and role writing). Frequent review and encouragement with lots of…

The author describes her use of writing assignments, small-group discussions, note-taking strategies (learning logs), and professional simulations in an introductory geology course. The learning log process consists of note taking on one side of a divided page. After taking notes, students review the notes and record their questions, reactions,…

Explains how students can learn basic petrographic techniques by using a thin-section collection prepared from the rock units in a geological area under study. Each student defines a particular problem to investigate and is responsible for collecting samples in the field, making additional thin sections, and preparing formal written and oral…

Presents a method of transforming 15 mathematics students' questions expressing confusion and frustration into activities that (1) engage the hidden meaning behind the question; (2) open the dialog with students, and (3) provide a chance to interact with students on crucial issues of what is at stake in learning mathematics. (MDH)

Describes a study of the attitudes toward writing and self-evaluation of writing skills of 78 allied health students. Reports negative attitudes toward the writing process and skills deficiencies. Advocates incorporating writing into science course curriculum. (PAA)

Describes how the teaching of language and the teaching of subject matter knowledge can be brought together to empower students and to foster a positive attitude toward their own abilities. Illustrates a framework for integrating language development and the development of subject matter knowledge with a case study of one classroom in Vancouver,…