Date of Award
1977
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Abstract
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.
Extent
131 p.
Recommended Citation
MCGEE, NANCY RASCO, "WRITING IN THE CONTENT AREAS: A SURVEY OF THE INSTRUCTIONAL USES OF WRITING IN SELECTED CENTRAL FLORIDA HIGH SCHOOLS" (1977). Electronic Theses and Dissertations 1970 - 1979. 599.
https://digitalcommons.fau.edu/etd_general_2/599
Identifier
FADT11705
Comments
Thesis (Educat.D.)--Florida Atlantic University, 1977.|College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Educat.D.)--Florida Atlantic University, 1977.