Describes an in-service writing project designed to teach writing across the curriculum to administrators of the Window Rock Public Schools. Lists the benefits the project will have toward the implementation of writing across the curriculum. Describes the collaborative efforts of those teaching in the project. (PRA)

Reports on the guidelines governing the formation and operation of affiliates of the National Council of Writing Program Administrators. (HB)

Draws on social movement literature by Doug McAdam, and others, to examine past, present, and future states of the Writing across the Curriculum (WAC) movement. Looks at both micro and macro organizational levels as a means of bolstering the movement. Concludes by saluting community efforts to change individuals and culture. (TB)

In a 4-week study, students in one of two high school geometry classes completed three types of writing assignments: summarizing teacher lectures, explaining the process of problem solving, and analyzing incorrect problems on homework or tests. The class that completed the writing assignments had significantly higher average scores on two chapter…

From the early 1900s to the present, there have always been inconsistencies in how teachers evaluate the writing quality of their students' essays. Their critiques vary as much as their personalities. To establish common standards in writing for all courses in which essays are assigned and, at the same time, not infringe on the integrity of…

Hand-in-hand with the current renewed emphasis on student success and a resurgence of Writing Across the Curriculum, instructors in all disciplines need to refocus on Reading Across the Curriculum to address students' needs, to achieve instructional goals, and to prepare citizens for full participation in our democracy. It seems clear that a…

This article is a report on the 2006 WAC Conference at Clemson University, written from the perspective of two international "critical friends." We use our reflections on the conference as a springboard for exploring the current state of play of the WAC movement, and for suggesting future areas for development. We noted three common sets…

The inquiry science process provides a perfect opportunity for students to practice relational meaning in language. As students design their experiments, negotiate their ideas with peers, and share their data and conclusions, they sharpen both their reading and written communication skills. This process needs to be mediated by having the teacher…

Writing is an integral part of science. The growth of scientific knowledge depends on scientists' ability to record their thoughts and discoveries for future scientists to build on. Everyday literacy is the basis of scientific literacy. In addition, writing about science helps students learn science. In order to transfer science concepts from what…

Cross-curricular instruction, multi-disciplinary study, interdisciplinary learning, reading and writing across the curriculum, thematic instruction, integrated learning--are these just the latest buzz words, more education-speak, the latest trend? Or are they more than that? In Botetourt County at the Greenfield Education Center, these words have…

Previous studies of the professional discourse of literary studies have focused solely on published scholarly articles and have produced contradictory evidence regarding the knowledge-building function of literary argument. In this study, 9 English department faculty members use a "think-aloud" procedure to read four lyric poems and compose a…

The answers to five questions concerning writing across the disciplines can help to define useful connections between literacy theory and writing across the curriculum classroom practice. First, the experiences of a director of writing programs at the University of Louisville who also taught English at the National University of Singapore, as well…

"Writing to learn" is the motto of writing across the curriculum (WAC). When students write to learn, they interact with subject matter in a way that makes it their own. WAC individualizes instruction because each student's response to a writing-to-learn assignment will be as different as the student's individual experience. A WAC…

Asserts that the conventions of academic writing are not obvious to faculty, and must be even more mysterious to students. It is therefore properly the business of the academy to teach the academy's forms of writing. (MS)

Discusses oral history. Offers practical tips for interviewing, and provides several short assignments to give students a chance to develop interest and elementary skills in oral history. (MS)