A project at Loyola University of Chicago and Northwestern University has three teams of two students each write papers and present them at a joint meeting. One team from a university writes in support of a particular side, while its counterpart at the other university takes the opposite view. (MLW)

Describes how creative book craft can be used to teach art history and appreciation, creative visual experience, and writing opportunities for all students. Outlines how students can create decorative papers and bind them into personal folders. (KM)

Describes ways to increase students' writing and communication skills in high school chemistry and physics classes: term papers in chemistry, shorter papers on fascinating physics questions, and oral presentation of the results. (SR)

Addresses the differences between reporting for print and reporting for television news. Suggests that television journalists must use a simple, conversational style, while print journalists must be more descriptive. Offers suggestions for taping interviews and writing news scripts. (LS)

Explores the influences of context upon the writing of 18-year-olds in 6 subject areas in a secondary school in London, England. Examines how students and teachers negotiate compromises between using writing to understand discipline-specific concepts and using writing to pass examinations. (KEH)

Explores how written text emerges from classrooms and wider socio-cultural contexts by examining writing in art, English, biology, sociology, history, and geography classes in a London secondary school. Asserts that writing is a mode of inquiry embracing a variety of language transactions as students make meaning of their world. (MM)

This article presents strategies used in a faculty development seminar on writing across the curriculum (WAC) as an instructional tool to foster mastery of course learning objectives. Three seminar demonstrations are described, and research on WAC with both hearing and deaf students is reviewed. Suggested questions allow teachers to evaluate WAC…

Describes five formats of alternative assessment (journal writing, open-ended problems, portfolios, interviews, and performance assessments) for mathematics and science, how these methods can be implemented, and benefits of each type. Samples are included. (13 references) (Author/MKR)

Presents mathematics activities that give students in grades three through six practice in writing and problem solving by using the setting of a zoo or animal park. Includes reproducible student worksheets. (MKR)

Presents an assessment activity to determine the ability of students to devise a plan for solving a problem and recording their work while solving the problem. Uses the theme of planning and organizing a birthday party. (MKR)

Primary students can learn about computation and estimation by reading a story about the use of money, then following up with estimation and calculation activities. Intermediate students can explore the relationship between addition and multiplication using a computation game, collaborating on when, how, and why they use addition and…

Describes two writing assignments for students in a large physical geology class. For the first assignment, students write two descriptions of the same rock. One is written for students and the instructor the other for people with no background in geology. For the second assignment they write one of four topics. (Author/PR)

This paper reviews attempts to introduce writing skills to undergraduate geoscience students, reports on the status of technical writing in geoscience curriculum, and describes a fully integrated approach to writing across the geosciences curriculum, based on a required sophomore-level technical writing course. The technical writing course leads…

Based on their experiences the authors contend that increased emphasis on communication skills in the geologic curriculum results in the graduation of better geologists. The authors describe writing assignments, including first-year one-page papers, upper-level assignments, memos, oral presentations, projects, field notebooks, and senior thesis.…

A study of written teacher comments on student papers in the University of Texas at Austin's program in writing across the curriculum found that the comments' instructional effectiveness was situational. Recommendations are made for enhancing their effectiveness by more awareness of student perceptions and need for assistance. (MSE)