Floate In recent years, an abundance of research has reiterated how important it is to teach reading across the curriculum, particularly at the middle and high school levels.
Research and Ideas in Writing Across the Curriculum July The WAC Journal continues the conversation on writing across the curriculum with their November issue and provides a collection of articles by educators exchanging practical ideas, pertinent theory, and their WAC experiences.
Following a workshop examining past and present partnerships and studying responses from participants, Jacob Blumner and Pamela Childers report what makes successful collaborations and how they can be replicated.
Clark, Andrea Hernandez Can first-year writing classes help students in other disciplines?
Clark and Andrea Hernandez delve into this question by examining the results of a pilot study designed to help students acquire "genre awareness" and write effectively across different courses.
Anson and Karla Lyles continue to track how the WAC movement developed and examine how writing was taught in a range of disciplines in the years — Authors Todd Migliaccio and Dan Melzer offer a possible solution through the grounded theory approach, a research methodology that emphasizes dialogue, context, and a relationship between analysis and theory building, and discuss how it can be used by instructors.
Their report describes the methods they took in obtaining participants, the feedback and portfolio assessment given, and the results they found. Elizabeth Murchison Stresses the Importance of Writing for Scientists November Elizabeth Murchison is a scientist who works on the genetics of cancer in Tasmanian devils.
She stresses the importance of writing even for scientists in order to get research done and disseminate results to the scientific community. Catherine Mohr, the director of Medical Research at Intuitive Surgical, is an expert in the field of robotic surgery, but writing is anything but robotic for her.
She shares why she writes—to organize her thoughts and ideas, to understand, and to communicate. Dyan deNapoli Writes for the Penguins October Dyan deNapoli, a penguin expert and author of the award-winning book, The Great Penguin Rescue, shares her reading and writing background and how she came to write about penguins.
Ann Powers Reflects on Writing About Rock October Ann Powers, a music critic who has written for The New York Times, National Public Radio, the LA Times, and the Village Voice, discusses the figures who have inspired her, how being female affected her perception of music, and how writing about music should be about trying to capture how it feels to listeners.
Susan Gerhard Finds Life in Cinema October Susan Gerhard, a San Francisco-based writer and editor, became a film critic to explore the world of ideas that films present.
The best movies are those that spark arguments at dinner parties, she says. Arvind Gupta Plays with the Words of Science October Arvind Gupta, an Indian toy inventor and popularizer of science for kids, is known for turning trash into seriously entertaining, well-designed toys that kids can build themselves—while learning basic principles of science and design.
He brings a similar spirit of exploratory playfulness to writing about science. Freeman Dyson Puts Words to Mathematics October When people hear the name Freeman Dyson, they tend to think of breakthroughs in quantum physics, but Dyson is a prolific writer as well.
Timothy Ferris on Writing to Learn September Timothy Ferris, who has been called "the best science writer of his generation," discusses why he writes—and the importance of writing about science. Journal of the Missouri Reading Association, July Two educators and researchers, one from a university teacher education setting and the other from an art museum, create museum-school partnerships.
Drawing on sociocultural and ethnographic approaches, they argue that a co-expertise approach is required if the two institutional settings are to learn from each other and transform what is possible for the professional learning of teachers and students.
To support teachers in planning and reflecting on writing assignments in all content areas, a group of teacher-consultants and Writing Project site directors collaborated to create this new framework for writing assignments.
Neuroscience Shows the Pathways to Learning May Judy Willis, a neurologist and teacher-consultant with the South Coast Writing Project, explains how the teaching of writing is important for learning based on neuroimaging and brain mapping.
This annotated bibliography can serve as a primer of some of her recent works. Moje will be the keynote speaker at the National Reading Initiative Conference.
Finding My Voice through Collaboration Harvard Educational Review, September In this essay, Roni Jo Draper shares her journey as a content area literacy educator, her belief that content literacy should promote mastery of the intellectual discourse of the discipline, and her ideas about how to increase collaboration between literacy and content area specialists.
Sabin In this chapter from Writing Intention: Prompting Professional Learning through Student Work, Jan Sabin, who is with the Upper Peninsula Writing Project, demonstrates how she pushes her second graders to write about social justice issues by focusing on familiar things like the cafeteria, the playground, and their homes.
Scheidel In this chapter from Writing Intention:writing across the curriculum in high school introduction 1 teacher’s toolbox 10 incorporating writing into the content area classroom 14 supporting student writers through conferencing Reading Across the Curriculum as the Key to Student Success Alice S.
Horning, Oakland University middle and high school levels: Notice that this definition addresses both reading and writing and addresses them both in the context of. writing across the curriculum in high school introduction 1 teacher’s toolbox 10 incorporating writing into the content area classroom 14 supporting student writers through conferencing Writing and Reading Across the Curriculum [with What Every Student Should Know About Avoiding Plagiarism] (Paperback) Published April 3rd by Longman Publishing Group Paperback, 0 pages.
In the North Royalton, Ohio, district, which serves about 4, students, district leaders have been introducing more writing to middle school students by focusing on reading across content areas, says Bradley, the district’s curriculum director.
in writing instruction, and by using better techniques like Six Traits criteria-based assessment, Writing Process, and Writer’s Workshop, students should be coming into your classes better pre-pared for the writing work you’ll be asking them to do.
But yes, you will have writing work for them to do.