Student resistance to critical thinking emblematic of a liberal arts curriculum is often painfully obvious in freshman writing classes that impose a process-based approach to writing and thinking. Criminal justice students, like their peers in other majors with strong vocational orientations, often resist taking any more than the required liberal…

Follow-up activities are essential to maintaining a writing-across-the-curriculum program. La Salle University created a second stage of program development through new workshops and symposia, collaborative teaching and co-authoring, and opportunities for student involvement. (MSE)

An annotated directory of writing-across-the-curriculum programs in two-year and four-year institutions in the United States and Canada, based on a 1987 survey, is presented. Annotations contain contact names and addresses and information about program design and components. (MSE)

Some funding is necessary to run a writing-across-the-curriculum program, but it is possible to redesign a program and keep it running when outside funding ends. (MSE)

Collaborative research in writing-across-the-curriculum is a powerful companion to the usual faculty workshop activities of listening, reading, and discussion. In collaborative research projects, teachers from two or more disciplines work together to understand better their students' thinking and writing. (MSE)

The enthusiasm generated by workshops in writing across the curriculum can be translated into lasting curricular change, particularly in freshman composition, general education courses, and upper-division writing emphasis courses. Committees, central to any change effort, can take any of a variety of forms. (MSE)

Continuing problems, troubling trends, and many opportunities face writing-across-the-curriculum planners in the future. Proponents must continue to believe in the benefits of writing-across-the-curriculum programs and widen and intensify networks of support. (MSE)

Survey responses from 401 community colleges show that many of these two-year, open-admissions institutions have developed writing-across-the-curriculum programs that address the special needs of their faculty and students. (MSE)

The complex and comprehensive nature of writing-across-the-curriculum programs makes them difficult to evaluate. There are some measures of program effectiveness that are easy to collect and others that are worth trying for. (MSE)

Writing-across-the-curriculum programs in secondary schools may have been fostered by the same body of knowledge as those in colleges and universities, but their evolution has been shaped by a different set of circumstances. Development of articulation programs between these institutions requires an understanding of their different contexts. (MSE)

One college professor finds that while supplemental instruction (SI) sessions in the humanities resemble those in social, physical, and biological sciences, there are also qualitative differences that derive from discipline-specific expectations. These are rooted in the epistemology and axiology of the humanities, the expansive nature of…

Given the strength of departments, pressures on faculty, and the large number of teaching assistants responsible for undergraduate instruction in research universities, writing instruction often seems to be "in spite of the curriculum." However, it is possible to run successful writing-across-the-curriculum programs in such institutions. (MSE)

Offers basic guidelines for college teachers in responding to students' writing in the disciplines, with the central principle that teachers' comments should reflect their instructional goals for individual students. Suggests that fewer, more carefully designed comments are likely to be more effective than many unfocused responses. Examples of…