This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments…

This paper addresses the culture of writing in higher education from a multicultural perspective of those within the "monolith." The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving…

The goal of this issue of By Request is to offer educators, parents, and policymakers a brief introduction to writing across the curriculum (WAC) and the two approaches most commonly associated with it: (1) writing in the disciplines (WID); and (2) writing to learn (WTL). The following are provided: (1) a brief overview of the theories; (2)…

Notes that Writing Across the Curriculum (WAC) is growing at a perceived time of crisis in education and perceived strengthening of the forces of globalization. Suggests WAC should tinker with its existing techniques to promote critical thinking in even the most basic exercises. Concludes that in doing so, it can help students develop into…

Reviews the author's career as a teacher of composition and literature and as a writing program administrator of writing across the curriculum. Discusses the potential of poetry across the curriculum as an important tool for writing "against" the curriculum of academic discourse. Concludes that when they write poetry, students often express…

Reviews three kinds of Writing Across the Curriculum (WAC) anthologies and explains how they frustrate WAC aims, sever the healthy relations between reading and writing, and subject students to nonacademic rhetorical situations. Expresses concern about anthologies that contain non-academic or belletristic selections as a means of retaining student…

Describes a project in which middle grades students are asked to write in mathematics class with the goal of determining whether it changes their opinions of writing as an integral part of mathematics. (Contains 14 references.) (YDS)

Evaluates the effectiveness of a writing improvement program outside the English department. Finds that the program prepared students for writing on the job. Considers changes in the writing program to make it a true writing-across-the-curriculum program. (RS)

Writing need not be a minefield of run-on sentences, misspellings, and trite expressions, but should serve as a powerful catalyst for learning. Teachers focusing on the writing process in various disciplines take students through prewriting activities, writing a draft, peer review of a draft, revising, editing, rewriting the final draft, and…

Outlines the benefits of writing center-writing across the curriculum programs in high schools. Notes the value of inservice workshops and collaboration. (SR)

Discusses four ways to incorporate writing into math and science instruction: content journals, written conversations, letter writing, and informal reports. Includes a chart describing 20 additional kinds of writing that might be incorporated into science and math learning, including directions, advertisements, biographies, lists of facts,…

Continues an exchange begun with the authors' April 1991 article in the same journal about a writers' workshop in one author's elementary school classroom. Describes her continuing process of questioning and strengthening a workshop approach to writing instruction. (SR)

Describes the participation of the Criminal Justice Department at Southeast Missouri State University in the campus Writing across the Curriculum program. Makes practical suggestions for assignments designed to enhance writing skills without adding new burdens for the faculty. (SR)

Assesses empirically whether the goals of writing across the curriculum are being met at Oglethorpe University. Finds that the program (incorporating writing-intensive courses across the curriculum and composition classes linked to base courses in the disciplines) has been successful in helping students improve their academic performance within…

Suggests that more needs to be said about unintentional plagiarism because it is more common than teachers realize and because the causes are more complicated than generally acknowledged. Discusses many of the skills necessary to writing a research paper. Suggests reasons for the difficulties students find with these skills. (RS)