WRITING IN THE CONTENT AREAS: A SURVEY OF THE INSTRUCTIONAL USES OF WRITING IN SELECTED CENTRAL FLORIDA HIGH SCHOOLS

The purpose of this study was to describe the ways
in which secondary English, mathematics, science
and social studies teachers utilize writing as an
instructional methodology. Conclusions: 1. Although they consider writing important to
success in their disciplines, high school
teachers in the four major content areas do
not frequently assign writing as an instructional
activity. 2. Assigned writing is brief and consists primarily
of exposition and reporting given fer
the purpose of extending and/or expanding
in-class activities. 3. Writing instruction is done through in-class supervision of the writing process, but outlining, revision/rewriting, and correcting
errors are seldom used as teaching techniques. 4. Teachers are concerned with content more than
form in commenting on student writing and in
evaluating that writing. 5. The teaching of writing is seen primarily as
the responsibility of the English teacher by
both teachers and students. 6. Note-taking is the most widespread non-assigned
writing task in the high school content
areas as reported by both teachers and
students. 7. High school students want to learn to write
and associate their need for writing
instruction with specific forms and improved
communication.