ERIC Number: ED244279
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Let's Not "Write a Report."
In the traditional classroom, written reports assigned to students are generally returned as poorly written, reworded collections of facts taken from single sources. Cross-curriculum writing is a way of circumventing this and encouraging learning and thought development by the student. Writing is usually considered a communication skill, but recent research is establishing a link between the writing process and the use of cognitive skills that aid in thinking, like distinguishing relevant material and arranging data and assertions in patterns. In part, this notion derives from England's Bullock Report, which surveyed student work and isolated two important dimensions of writing--a sense of audience and function. In the United States, the Third National Assessment of Educational Progress found that students were unable to interpret what they read past a superficial level, and had serious problems with various writing tasks. The teaching implications of these findings are varied and wide, and extend from prewriting--or examining a wide variety of resources--to breaking down composition into manageable steps, to selecting a real or imaginary audience to foster confidence. In subject areas like social studies, methods of inquiry can be stressed, while in science, writing as a tool for organizing and evaluating a body of knowledge can be emphasized. (CRH)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Research Papers (Students)
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English Spring Conference (3rd, Columbus, OH, April 12-14, 1984).