Argues for a continuing focus on writing across the curriculum. Explores one community college which encouraged writing across the curriculum through a cross-curricular committee, staff development, and a common book program. Concludes that a single writing teacher or department cannot promote writing as well as such a unified effort can. (SG)

Discusses the use of portfolios to keep a record of student progress in mathematics. Deals with what portfolios might include, advantages of portfolios, student attitudes, teachers and portfolios, and assessment of portfolios. (SR)

Describes how computer technology has been incorporated into the Writing across the Curriculum Program at West Chester University, Pennsylvania. (MM)

Presents a technique called the rhetorical precis, a highly structured four sentence paragraph that records the essential rhetorical elements of a unit of spoken or written discourse. Argues that this form reinforces learning, reading, questioning, and evaluating course material. (RS)

Secondary teachers returning from Cummins Engine Foundation Writing Project seminars (Indiana) shared their ideas about integrating writing skills with various academic subjects. This article provides helpful hints to teachers of business, electronics, English, foreign languages, home economics, mathematics, science, social studies, and vocational…

Describes a writing across the curriculum program at the University of California, San Diego. Reports on the program's design and administration, summarizes how students assess the program, and discusses administrative issues particular to the program. (MS)

Finds that students perceived several areas of improvement associated with writing-intensive classes: writing skills, knowledge acquisition, and problem-solving abilities. Finds that students also reported they had become better writers through interaction with their professors during the writing process and wanted to better understand the…

Emphasizes the need to integrate math and writing and shows how writing can assist in understanding math concepts or processes. Suggests activities that encourage writing in mathematics, and suggests how to combine math and writing to create such activities. Provides examples of children's literature that can be used as an introduction into math.…

States that, at first glance, it is difficult to find two writing programs that seem to work better together than Writing across the Curriculum (WAC) and writing centers. Proposes, however, that the nature of the relationship between these two programs be reconsidered because their underlying epistemologies and textual features remain strikingly…

States that, in most writing centers, graduate teaching assistants and undergraduate peer tutors conduct student-centered, one-on-one tutoring sessions. Raises concerns over the orthodoxy of this system in light of personal experiences with WAC workshops. Concludes that alternative tutoring practices are provocative for the writing center, and the…

Presents a brief overview of the history of reading and writing as modes of learning in college over the course of the 20th century. Traces important landmarks in education and research that promoted the integration of reading and writing for learning and its impact on college teaching. Discusses what practitioners can learn from this history. (SR)

Describes how a project initially designed to improve the quality of student writing in an introductory finance class led the teachers, as the project unfolded, to examine their assumptions about learning, shifting their attention from details of English usage to considerations of the context of which students wrote and the mindsets they brought…

Advocates the application of writing-across-the-curriculum type assignments in mass communication and journalism courses. Offers an overview of transactional and expressive writing assignments used in such courses. (SR)

Presents an activity in which students create posters by interviewing someone who uses mathematics in his or her job, writing down an actual problem that person would have to solve, and writing a paragraph explaining the problem. The posters are then used in future lessons. Includes instructions for students. (MKR)

Identifies some characteristics of first- and second-stage writing-across-the-curriculum (WAC) workshops for teachers, using LaSalle University as an example. Suggests a possible solution for addressing some of the problems which seem to beleaguer some second-stage WAC programs at four-year liberal arts colleges. (RS)