Teachers Perceptions and Use of Writing Across the Curriculum Assignments in Math, Science and Social Sciences Classrooms

This research study explores the perceptions of non-English Language Arts
Teachers regarding their use of Writing Across the Curriculum assignments in
their classrooms. Research has shown that writing to learn is an effective
teaching technique, yet it faces resistance because of a misconception that it is
not of value in a culture of standardized testing. The following study surveyed a
group of middle and high school teachers and revealed that these teachers were
confused about the meaning and benefits of Writing Across the Curriculum, were
hesitant to take on any additional workload, but would be open to use the
technique if they received more training and support.
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