A researcher examined the numbers of relative clauses and the percentages of subordinate clauses that relative clauses comprise in two sets of research reports (one set from the period 1893-1901 and the other from 1980) about spectroscopy from the "Physical Review." He analyzed some striking differences between the sets in patterns of…

The purpose of this project was to examine the levels of achievement and metacognition in expressing mathematics understanding and problem solving processes by students in a second grade classroom when the students used writing in daily mathematics learning according to their scores on a mathematical problem solving assessment and individual…

Offers suggestions on the content of workshops in developmental English for college faculty in all disciplines. (AEA)

Outlines activities for creating a field guide by studying nature around a school. Includes instructions for creation of a database for recording information, for identification of various plants and animals, and for actual creation of a book. (AIM)

Presents the idea of writing in a sixth-grade mathematics classroom in order to enable students to view mathematics not as an isolated subject but as a living part of the world where ideas can be communicated using language. Includes a rubric for assessing a mathematical storybook produced by teacher and students. (ASK)

Promotes the use of journals, laboratory reports, and portfolios in mathematics class to improve communication between teacher and student, to monitor student progress, to make instructional decisions, and to evaluate student achievement. (MKR)

Provides a rationale for including biography projects in various secondary content areas. Describes a biography project assignment in a teacher education secondary content area literacy course. Provides examples of preservice teachers' work; makes connections to research about literacy and equity; and offers student comments about the assignment.…

Identifies four techniques that are effective in teaching technical writing to non-native English speakers: (1) one-on-one conferences aimed at easing language apprehension; (2) meticulously detailed and clear instructions; (3) teacher leadership through successive drafts of students' technical reports; and (4) peer evaluations. (SG)

Describes a study strategy called RESPONSE. Includes a reading assignment response form which focuses students' attention on important points; questions; points of confusion; and new terms, concepts, vocabulary, and names. (JAD)

Describes several types of "paragraph frames" to help teach beginning writing in the content areas. Notes that these frames, employing a modified cloze procedure, help bridge the gap between narrative and expository reading and writing. Provides several student writing samples. (MM)

Describes a project in a fifth-grade classroom that uses dialog to teach students expository writing and research reports. Describes how students worked together using all four language modes to explore a topic. (SR)

Describes strategies for using content area literature to develop understanding and involvement in content areas: reading aloud in content areas, allowing time to read literature in content areas, discussing the readings, including literature circles in the content areas, incorporating readers' theater, incorporating content journal writing, and…

Describes how a high school chemistry teacher used reading, writing, discussion, and cooperative presentations to reshape examinations so as to teach students as well as assess them. Describes how students had multiple opportunities to express understanding of chemistry concepts and how the teacher could assess students' abilities to communicate…

Shows the importance of teaching reading in the content areas. Recognizes that integrating reading and writing in mathematics, science, and social studies greatly enhances students' ability to understand and process expository text. Provides specific strategies for incorporating reading and writing in the content areas. (RS)

Argues that no curricular task is more important than encouraging students to deconstruct the powerful social myth of Columbus. Describes ways to invite students to "talk back" to Columbus and all he symbolizes and to encourage students' appreciation of their own capacities to make a difference. (SR)