Presents eight short writing activities that do not involve grading papers or using the entire class period. The activities are intended to help students summarize lessons, increase comprehension and memory, organize facts and ideas, identify examination topics, and practice general writing skills. (GEA)

Describes a series of writing assignments which may be used to develop writing skills among secondary level history students. The assignments are sequenced to begin with lower level intellectual skills and build student confidence. (BSR)

Describes a writing process approach to research papers which involves four steps: prewriting, composing, rewriting, and sharing. Illustrates the process using an intermediate grade level example but states that the process is appropriate at higher levels. Stresses that this approach is important because it integrates writing skills with social…

Discusses various ways that writing can facilitate learning in a developmental psychology course. Argues that writing assignments are valuable because they promote active learning and provide another way to teach psychology. (Author/GEA)

Discusses the literature on writing across the curriculum, comparing it with the concept of communication across the curriculum. Outlines an existing communication across the curriculum program. Describes the computer software and communication module created for this program. (JD)

Provides ideas on how to use the Bayeux Tapestry as an inspiration for writing in the areas of art, communications, English and the language arts, history and social studies, home economics, physical education and health, psychology, and science and mathematics. (SRT)

Focuses on two programs that anticipated current writing across the curriculum programs: the Functional Writing Program at Colgate (1949-1961) and the Prose Improvement Committee at the University of California at Berkeley (1950-1965). Discusses how both programs viewed writing as an activity to unify the intellectual community and link…

Presents the early history of writing across the curriculum (WAC) or "co-operation", as J. Hosic called it in 1913, concluding with a comparison of today's WAC programs with those of earlier decades. (SRT)

Identifies four areas concerning writing across the curriculum programs in which consensus across the campus should be sought: dealing with errors, common terminology, a process or routine for response, and enthusiasm for the effort. Includes response checklists. (HTH)

Describes the college's approach to the requirement for writing courses beyond freshman composition. The main avenues to enhancing writing across the curriculum are (1) guidelines for advanced writing courses, (2) tutoring, (3) workshops and inservice activities, and (4) liaisons among writing faculty and the program's coordinator. (HTH)

Describes an informal study to determine whether elementary school students could use writing to help them learn math. Results indicated improved scores when compared to another class and also indicated more accurately which students did and did not understand the math concepts being taught. (HTH)

This paper is organized around a goal-complication-resolution framework of questions: What do people want from higher education?; How could people achieve what they want?; What is stopping them?; and What can they do about it? The paper's context is writing in the disciplines, rather than composition specifically or academic writing in general.…

Schumacher and Nash (1991) theorize that writing provides an avenue for people to reorganize their knowledge. Kieren (1988) is one of several researchers who theorize that children's school fraction experiences should begin with personal knowledge of fractions. The purpose of this study was to determine whether or not children who engaged in…

A European history professor who was once a discipline-specific writing tutor finds that she is now more actively involved in "teaching" writing to non-majors and majors. Her responsibilities as a discipline-specific tutor entailed some possible steps: upon beginning a tutorial session, she might only brainstorm with the student various…

Noting that traditional approaches to biology education do not take full advantage of the narrative nature of biology when introducing students to its subject matter, this paper argues that students in biology courses could benefit from being asked to write narratives and that this activity could fit into either a fairly traditional curriculum or…