Writing to learn across the curriculum : the cognitive dimension in theory and practice

Borrowing its precepts from a broad interdisciplinary base, the "writing across the curriculum" movement stresses the value of writing for learning the content of a variety of academic disciplines. However, advocates of WAG have yet to reach a consensus on the precise nature of the theoretical support for their positions. A basic point of disagreement exists between those who stress the importance of "expressive" writing based on a strongly developed sense of self and those who stress an awareness of the social conventions that form the context of a writing situation. The questions associated with this point of disagreement are discussed and the theoretical support under lying the WAG movement is clarified. A solution to the controversy based on the phenomenological point of view is advanced.

Current applications of the writing-to-learn concept are reviewed in light of the theoretical synthesis developed. Recommendations are made as to which strategies should be used in the planning, organizing, promoting, and evaluation of the WAG programs. A tentative prognosis for the future of the movement is also advanced, as are overall recommendations for insuring the continued prosperity of the movement—the most important of which is maintaining strong connections with modern learning theory.