Drawing on work with high school science teachers as part of an NSF-funded grant, this article presents lessons learned for effectively incorporating writing across the curriculum. With many states preparing to implement the Common Core State Standards, teachers in all subject areas will be asked to require more writing in their classes. This article argues that most of these teachers are ill-prepared to assign writing beyond the most formulaic and superficial, yet with professional development training (including training that requires teachers to write themselves) and support tools, teachers can begin effectively using discipline-specific writing to achieve discipline-specific goals.
"Content-Area Teachers as Teachers of Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2
, Article 7.
Available at: https://scholarworks.wmich.edu/wte/vol2/iss1/7