ERIC Number: ED336762
Record Type: RIE
Publication Date: 1991-Jan-25
Reference Count: N/A
Writing across the Curriculum.
Johannessen, Larry R.; Kahn, Elizabeth A.
This paper maintains that the best approach to writing across the curriculum is one that focuses on thinking and writing strategies that cut across a number of subject areas. The paper describes some methods and classroom tested activities found to be successful in teaching students the complex thinking skills involved in making and supporting generalizations, producing arguments in a composition, and creating extended definitions. The paper includes sample materials involving a variety of different subject areas to provide ideas about activities that work with students at a variety of ability and grade levels. In three main sections, the paper presents four activities to develop the ability to make and support generalizations, four activities to promote argumentation skills, and three activities to develop the skills involved in extended definitions. The paper contends that focusing instruction on such activities will enable students to learn these important thinking strategies. The paper maintains that if the activities are interesting, engage students in using the target strategies, provide repeated practice of the strategies in a variety of situations that are sequenced with more structure at the beginning and move to student independence at the end, and require students to contend with the immediate demands of a real audience in small group and whole class discussions, then students will be able to think and write more effectively across the curriculum. (Forty-eight references are attached, and appendixes contain 20 pages of student activity sheets.) (SR)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Thinking across the Curriculum
Note: Paper presented at a Teachers' Institute (Summit, IL, January 25, 1991). Some pages in the appendix may not reproduce clearly due to broken type.