Chapter 9: Writing Across The Curriculum

With the implementation of Common Core, many teachers and administrators are searching for methods of pedagogy that challenge students. Many district leaders are pushing teachers to write across the curriculum in an effort to not only increase writing skills, but to require higher order thinking from students. The Common Core standards were designed in an effort to challenge students to translate information, communicate their knowledge through writing, and make connections across disciplines. In both college and career, writing is a skill often seems to be lacking.

This chapter discusses the different ways to integrate literacy across different disciplines. Not only is this beneficial but its crucial to promote learning literacy across many different subjects. Now I would have to say that this chapter is easily one of my favorites yet. It gives explicit detail about how to create a lesson that is interdisciplinary. In order to do this one first must recognize the importance of reading and writing. These two disciplines are taught together because they work synergistically. Teacher can often times find different types of text to accommodate instruction of different subjects such as science and social studies. Texts can come from multiple different origins such as poems, magazines, and videos. On that same page, writing can be used as a path for learning. Writing can be done in class of various subjects using learning logs, quick writing, and graphic organizers. These tools are beneficial to begin a unit of study in the classroom. Then when student have begun their unit of study and have learned new information there are multiple different ways to assess the students knowledge. They can show what they have learned through writing about it. This can include reports, poetry, posters, and alphabet books. Another

Teachers need to create a daily purpose for their writing. “Teachers need to make ELLs aware of the purpose and form that different types of writing, and ultimately communication, can take in their respective disciple” (DelliCaripini, 2012).Therefore, the more times the students are exposed to the different variety types of writing the more comfortable they will be in writing in their content-area classrooms. “English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing, finding ways to provide time for ELLs to engage in the task, building academic vocabulary, and providing effective feedback that ELLs can use to improve on what they are doing” (DelliCarpini,

The framework for success is intended to serve as a foundation for college- level credit- bearing courses emphasizing habits of mind and experiences with writing, reading, and critical analysis. The ability to write well is basic to student success in college and beyond. Teaching writing and learning are central to education and to the development of a literate citizenry. Writing development takes place over time as students encounter different contexts, tasks, audiences, and purposes. To know more about these habits and experiences, let’s talk about how they acquire these tactics to teach and learn.

Writing skills and reading-comprehension skills are dependent. “Reading Comprehension can be improved through writing instruction” (Alharbi 225). Writing provides students with the opportunity to apply and explain content they have read and learned. It also increases the amount of content they remember. Students “improve their learning when they are asked to write about text”. Therefore, when students write about what they read, they will comprehend what they have read. Writing allows students to organize their understanding of information, and find relationships and connections between ideas. When students are given a specific purpose

The disciplinary perspective Lamott is catering to most is creative writing and writings that have strict time limits. The authors discipline is creative writing when it comes to food reviews for her magazine company. Lamott believes that her situation can be used with all forms of disciplines. In addition to Lamott’s discipline, Baker’s writing perspective comes from a teaching or informative discipline. Baker is trying to help teachers learn effective teaching skills when it comes to writing. However, Johnsons discipline is strictly for psychology disciplines and how they can improve papers and grades all together. On the other hand, Makenzie’s discipline is in the study of biology and wants to explain why writing is important in that field of study.

Writing can be a daunting task for students in any grade. Teachers have to implement new basic components for those struggling to write. Finding new methods and being able to execute them requires teachers to design lesson plans that help

Teachers, parents, and friends often tell students exactly what the writing process should entail and how long it should take. However, the older I get, the more I realize that the writing process varies not only from person to person, but also from one writing project to the next. Throughout my years of life, I have written countless papers, ranging from a persuasive speech to an extensive research paper, and each project requires an altered version of my personal writing process. While each individual has his own writing process, there can be many similarities between different writing processes. Finding one’s individual writing process takes trial, error, and repetition. When an individual finally uncovers his unique writing process, better thought, work, and writing is produced.

In the article by Downs and Wardle “Teaching about Writing, Righting Misconceptions”, the author’s state a common misconception of writing for first year composition is that academic writing is somehow universal. This idea can be misleading since teachers have always taught that there is a basic set of rules for writing. However, I agree with the idea that writing is not universal because college students write for a various number of discourse communities and do not have one general audience. Content, context, and genre are bound to change while attending a university.

Art Young, in the article “Writing Across and Against the Curriculum,” proposes an innovative and effective approach to promoting language skills and critical thinking amongst college students. As an English professor, Young describes a project in which his campus used poetry across the curriculum to stimulate learning in a variety of subject areas, including English, psychology, accounting, biology, and engineering. He also describes the element of the project which made it so cutting edge is that students did not write across the curriculum but “against it.” This approach not only

Isolated and other journal or magazines, Scholarly journals' scholars are educators, graduate understudies, or powers who have had a not too dreadful measure of direct relationship in making academic journals. While the subject may have all the earmarks of being stupefied, they use their vocabulary and their industry understanding how to sufficiently differentiate and unmistakable get-togethers of spectators. Their inclination makes insightful journals a remarkable resource for understudies and diverse experts

An article published by the International Literacy Association, “Implementing the Writing Process” gives a strategy guide for K-5 graders explains the writing process and offers practical methods that can be applied to students to help them become proficient writers. This article shows some similarity to the Bromley chapters. The article shows from research that students who learn the writing process score better on state tests compared to those who receive instructions in the skills assessed on the test. These students become writers who can apply their skill to all subjects. The writing process takes students’attitude, motivation, and engagement into account, as it allows them to plan their writing and come up with a final publishable draft they can be proud of. The writing process involves teaching students to write in a variety of genres that apply to different

Chapter 12 mainly focuses on describing how students use reading and writing as learning tools, explaining how students use writing to demonstrate learning, discussing how to use content area textbooks, and how to develop a thematic unit. Students use reading and writing as learning tools because “when students read about a topic first, their writing is enhanced because of what they learn, and when they write about an idea from a book they’re reading, their comprehension is deepened because they’re exploring big ideas and relationships among them

The final will consist of two parts: the posttest on their content knowledge, which is the second data collection instrument, and two essays based on the learning targets for the unit. As this study is about the effect of teaching disciplinary literacy, the review will focus on the essays with instruction on how to write like a historian. The literacy technique being employed in this case is the writing process. Step one is brainstorming: students will use all of their notes, assignments and readings to collect all relevant information in a brainstorming exercise. Step two is outlining: they will make an outline of what they plan to write for each target by identifying the best evidence and the order in which to write it. Step three is writing a rough draft of their answer. Step four is proofreading, during which time they will trade their rough drafts with their neighbor and proofread for accuracy, clarity, organization and use of evidence. Students will not write a final draft at this point, as the final draft will be the two essays on the test the next

Over the past month, we have been studying the concept of reading and writing in different communities. To assess this, we have read two different texts. Richard Rodriguez’s the achievement of desire”, from his autobiography “Hunger of Memory”; and Lucille McCarthy’s “A Stranger in Strange Lands: A College Student Writing across the Curriculum” from “Research in the Teaching of English”. Both answer key questions regarding what it takes to become a great reader and writer, however, from the reading that I have done, each one only answers one part of the question. Rodriguez’s main focus is in the aspect of reading, whereas McCarthy mainly focuses on the writing portion. Both do a decent job of analyzing and putting forth a view of how they believe a person can best perform in these environments. This then allows us to use their concepts and create our own version, based on their points of view. But why should we care? Most people at this level of academia will have developed a system of writing that works for them, and will have a difficult time breaking from it if they’re process doesn’t meet the criteria that Rodriguez, and McCarthy put forth. The reason it’s so important is because of implications these ideas have. Both authors put forth concepts that are indirectly related to one another and that are highly beneficial to all who will apply them. They will force you to conform to new environments in order to succeed, this in turn will make you more