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ERIC Number: ED259777
Record Type: RIE
Publication Date: 1984-Jun
Pages: 137
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Reading & Writing Across the Curriculum.
Carter, Sandra; And Others
Designed to assist instructors at Miami-Dade Community College in the implementation of a reading and writing across the curriculum effort, this resource book provides information and instructional materials to help in the design of writing and reading learning strategies for the classroom. The writing portion of the book begins with a statement concerning the importance of writing, and responds to a series of questions about a cross-disciplinary approach to writing instruction and students' writing skills. A discussion of writing as a thought process that facilitates learning is followed by brief descriptions of other writing across the curriculum programs in the United States. Next, short, frequent writing strategies are suggested, guidelines for selecting and working with peer tutors are provided, and special suggestions for math instructors are presented. Ways of making and responding to writing assignments are explored next, followed by a discussion of alternatives to letter grades and of graded writing assignments. The section concludes with a list of support services available to the instructor and a bibliography. The reading section begins with a question and answer introduction to reading across the curriculum, offers information about textbook readability, and explains textbook structure. Next, strategies for learning the important ideas from textbooks are suggested, such as graphic organizers, semantic mapping, and vocabulary learning techniques. The next section discusses the factors that distinguish scientific/technical reading from reading in other subjects. Suggestions for giving reading assignments are followed by test-taking guidelines. Appendices include information on word roots and affixes and a bibliography. (AYC)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Department of Education, Washington, DC.