The article explores writing-centered pedagogies that deepen student learning in literature survey courses. More broadly, the article also responds to Richard Fulkerson and Maureen Daly Goggin, who challenge professors of English studies to find disciplinary unity within the diverse epistemologies of rhetoric. (Contains 5 notes.)

Addresses problems currently faced by writing labs: training staff, incorporating usable word processing, and establishing working relationships with both academic and nonacademic communities. (JAD)

Finds that the use of writing models influences the content and organization of students' research texts. Shows that seeing a proposition in the models increased the likelihood that students would include it in their texts. Finds no systematic benefits from labeling the models or from providing only good models. (SR)

Describes a model for content writing called "Writing as Transformation," which focuses on three facets of writing to learn: writing as intuition, writing as metacognition, and writing as change agent. (SR)

Discusses a method of examining student expository writing that can be used by teachers to evaluate students qualitatively. (MKR)

Suggests three authentic and empowering roles for writing in the social studies classroom: rhetoric, persuasion, and commentary. Gives examples and suggests activities for each. (SR)

Presents examples of short writing assignments that are intended to keep the lines of communication open between teachers and students. Discusses their outcomes and student feedback and suggestions. (ASK)

Suggests that student writing has definite benefits for mathematics learning. Presents five activities to help teachers use writing in their mathematics classes. (ASK)

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and…

Teachers' work is changing rapidly worldwide but is rarely a topic of sustained focus in the literature on teaching English as an additional language. Despite this lack of robust scholarly attention, ESL, bilingual, and content specialists working in primary, secondary, and tertiary contexts contend with the demands of changing demographics and…

Historically, nursing education has recognized that writing enhances critical thinking, the basis of the clinical reasoning process. The online learning recently adopted by Nursing involves considerable writing, which may enhance critical thinking more than face-to-face courses. In the study reported here, the critical thinking and writing…

Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…

Suggests the concept of convention provides a basis for teaching the cross-curricular writing course. Describes an experimental freshman writing course which focused on the written discourse of five disciplines: art history, history, biology, literature, and philosophy. (RAE)

Provides a description and several examples of power writing, a systematic approach to teaching writing which assigns a numerical value to sentences and paragraphs. Maintains that this approach meets the needs of students and teachers in content areas such as social studies. (JDH)

Presents ideas on writing instruction for teachers of mathematics, physics, accounting, biology, and social studies. Contains guidelines for designing writing assignments in various content areas. (EL)