Three forms of activity easily integrate into witing-intensive courses. First are the ones activities which focus only in the CONTENT, such as for instance lectures and discussions of texts. Second are activities related solely to WRITING as separate through the content concerns regarding the course. Grammar drills or sentence combining exercises fall into this category, but so would lecturing on writing in general or examining different types of good writing without reference to the content. 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 both the quality associated with writing in addition to value of this content. The following suggestions are meant to show how writing can be taught not only as a skill that is mechanicalthrough sentence and paragraph modeling), nor merely while the display of data (by concentrating solely on content), but as a generative intellectual activity in its own right. These are typically according to three premises:
that students can learn a great deal about themselves as writers by becoming more careful readers;
that astute readers attend to the dwelling of this text and locate that analyzing the writer’s choices at specific junctures gives them a surer, more grasp that is detailed of;
That students can give their writing more direction and focus by thinking about details as areas of an entire, whether that whole be a sentence, paragraph, or chapter.
Thus, attention to a discipline’s language, methodology, formal conventions, and methods for creating context–as these are illustrated in texts, lectures, and student papers–is an way that is effective of writing. […]