Describes the development and evaluation of writing-across-the curriculum teacher inservice workshop at Virginia Commonwealth University. Characterizes the approach as a faculty-based model. Workshop topics included writing activities and assessment for individual psychology courses. Provides an extensive bibliography. (NL)

Suggests specific approaches to critiquing A student's paper motivates THE student to produce better papers and to improve writing skills. Warns against overemphasis on the mechanics of writing, and points out steps the instructor may follow to involve students in the editing process. (NL)

Examines professors' resistance to implementing writing as learning. Contends that certain strategies can help inhibited teachers become receptive to writing-intensive courses. Combines strategies with surveys and observations of faculty implementing writing-intensive courses to produce a specific sequence of steps for overcoming professor…

Describes a method for teaching writing based on a psychodynamic theoretical orientation and critiques other conceptualizations. Gives examples of the hermeneutic dialogue that teaches writing through an interpretive exchange between student and instructor. Explores the difficulties with this method as well as others reviewed. (Author/NL)

Reports on a study of 96 undergraduate developmental psychology students and their performance on student-developed "pop quizzes." Students who participated in writing test items had significantly higher scores than students who did not. Calls for more research into the effectiveness of other student-developed evaluation methods. (CFR)

Reports on a study of peer teaching through small group instruction in a college level psychology program. Describes how upper level undergraduate students designed, implemented, and evaluated projects to teach psychology to introductory students. Finds that both the introductory and advanced students enjoyed the experience and recommended that…