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ERIC Number: ED327879
Record Type: RIE
Publication Date: 1991
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Encouraging Writing Achievement: Writing across the Curriculum. ERIC Digest.
Sorenson, Sharon
Proponents of writing across the curriculum are quick to clarify that writing to learn is not the same as learning to write; but as flip sides of a single coin, the two support one another. Across-the-curriculum writing finds its merit in removing students from their passivity. Cross-curricular writing activities fall into two groups--expressive writing and product writing. Proponents of writing-across-the-curriculum agree that when teachers incorporate writing in their content areas, the need for review and the need for reteaching after testing is sufficiently reduced to more than make up for the difference in the amount of instructional time required. While hard statistical evidence that writing-across-the-curriculum improves student performance is scarce, a few studies show positive results. To overcome the problems of implementing a writing-across-the-curriculum program, most school districts have found a year-long plan for inservice education and group dialogue necessary. When content area teachers incorporate writing in all areas of the curriculum, students benefit in three ways: (1) they have a resource for better understanding content; (2) they practice a technique which aids retention; and (3) they begin to write better. (RS)
ERIC Clearinghouse on Reading and Communication Skills, Indiana University, 2805 E. 10th St., Suite 150, Bloomington, IN 47408-2698.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.
Identifiers: ERIC Digests; Writing Development; Writing to Learn