Three kinds of activity easily integrate into witing-intensive courses. First are the ones activities which focus only in the CONTENT, such as lectures and discussions of texts. Second are activities related solely to WRITING as separate from the content concerns for the course. Grammar drills or sentence exercises that are combining into this category, but so would lecturing on writing in general or examining types of good writing without reference to the information. Third are activities which teach BOTH WRITING AND CONTENT. Peer critiquing, journal writing, and group brainstorming teach both writing and content as does examining model essays which are chosen for the quality regarding the writing in addition to worth of this content. The following advice are intended to show how writing can be taught not only as a skill that is mechanicalthrough sentence and paragraph modeling), nor merely once the display of information (by concentrating solely on content), but as a generative intellectual activity with its own right. These are typically based on three premises:
that students can learn a great deal about themselves as writers by becoming more careful readers;
that astute readers deal with the structure associated with text in order to find that analyzing the author’s choices at specific junctures provides them with a surer, more detailed grasp of content;
that students can give their writing more focus and direction by thinking about details as areas of a complete, whether that whole be a sentence, paragraph, or chapter.
Thus, focus on a discipline’s language, methodology, formal conventions, and ways of creating context–as these are illustrated in texts, lectures, and student papers–is an effective method of teaching writing. Read more