Intended to help educators, especially content area faculty, understand the factors influencing writing and to give specific teaching ideas across the secondary school spectrum, this paper reports a study of current research on writing methods and instructional models to develop a rationale for cross-curricular writing. Following brief discussions of the purpose, organization, and limitations of the study, the paper presents a glossary of pertinent reading terms. The major portion of the paper contains annotations of the literature reviewed, presented in the following categories: (1) a definition of competency, (2) perceptions of writers, (3) student/teacher personalities and interaction, (4) topic-specific knowledge, (5) writing as thinking, (6) audience and peer interaction, (7) revision, (8) reading and writing, (9) individualized instruction, (10) specific models, (11) writing as learning across the curriculum, and (12) faculty surveys. A summary of the study and conclusions are then presented, specifically that the literature indicates that and that strict patterns of methodology and specific-skill teaching should be removed as soon as they are internalized by the students, leaving the emphasis on content rather than on form. The paper concludes with four recommendations for implementing cross-curriculum writing, based on the literature review. (HTH)