ENGLISH LANGUAGE ARTS RESOURCES

BENJAMIN, A. (1999). Writing in the content areas. Gardner, NY: Eye on Education. This text includes discussion of designing assignments and strategies for supporting the writing process and skill such as vocabulary building and sentence crafting. Teachers will appreciate the practical approach to content area writing.

FARRELL-CHILDERS, P., GERE, A. R., & YOUNG, A. (1994). Programs and practices: Writing across the secondary curriculum. Portsmouth: Heinemann. This text is a collection of nineteen chapters written by teachers and administrators who work with writing across the curriculum programs in a variety of high school settings. The book is divided into three sections: promises and pitfalls of writing across the curriculum, collaboration in writing across the curriculum programs, and how various writing across the curriculum programs were created and are being sustained. GERE, A. (1985). Roots in the sawdust. Urbana, IL: National Council of Teaches of English. This text is considered a classic on the topics of writing across the curriculum and writing to learn. It is practical and provides a good overview.

SCARABOROUGH, H. A. (Ed.). (2001). Writing across the curriculum: Teaching from a diverse perspective. Upper Saddle River, NJ: Merrill Prentice-Hall. This book was inspired by a study group made up a high school teachers from various disciplines who had worked with writing across the curriculum and were interested in helping their students sharpen their literacy skills. The text is divided into sections dealing with the following topics: writing across the curriculum in math and science, writing to learn, using writing across the curriculum to promote genre study, and professional perspectives on writing across the curriculum. The individual contributors explain how they made literacy development part of their curriculum and offer specific teaching suggestions.

TOPPING, D. & MCMANUS, R. (2002). Real reading, real writing: Content-area strategies. Portsmouth: Heinemann. Responding to the need to help all students learn, these authors collaborated to create a book describing specific teaching ideas that can be used to help students read and write in the content areas. The suggestions are practical and can be applied across content areas. The underlying philosophy of the text is the vision of teacher as a "coach" who involves students in the process, models appropriately, and presents strategies to help students stretch and grow as learners.

WORSLEY, D. & MAYER, B. (2000). The art of science writing. New York: Teachers and Writers Collaborative. Although this text is geared primarily towards science teachers in secondary schools, it can be a helpful resource for any content area. The authors have also included a chapter specifically about writing in the math class. Their goals are to bring creative writing ideas into the science classroom as well as bring science into creative writing such as poems, fictions, and essays. The text includes a section explaining how to do an essay development workshop, descriptions of specific writing to learn activities called "writing experiments," a question/answer section (focusing on questions commonly raised about writing in the science classroom), and a section with samples from the literature of science and mathematics which can be used to show students interesting points about writing in the discipline.

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