Crossing the Curriculum

Abstract

Contents: Preface. Part I: Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers. V. Zamel, Strangers in Academia: The Experiences of Faculty and ESOL Students Across the Curriculum. R. Spack, The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study, Updated. M.S. Sternglass, It Became Easier Over Time: A Case Study of the Relationship Between Writing, Learning, and the Creation of Knowledge. T. Smoke, Lessons From Ming: Helping Students Use Writing to Learn. E. Kutz, From Outsider to Insider: Studying Academic Discourse Communities Across the Curriculum. Part II: Learning Across the Curriculum: Through Students' Eyes. M. Munoz, Martha's Reflections on Learning Across the Curriculum. M. Kainose, Motoko's Reflections on Learning Across the Curriculum. Part III: Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum. T. Sieber, Excelling in the Critical Study of Culture: The Multilingual-Multicultural Student Advantage. S.M. Fishman, L. McCarthy, When Writing-to-Learn Is Not Enough. K.B. Alster, Writing in Nursing Education and Nursing Practice. R. Srikanth, The Soil Under the Gravel: ESOL Learners and Writing About Literature. E. Disch, Still Cannot Solve It: Engaging ESOL Students in the Classroom Conversation. P.N-C. Kiang, Voicing Names and Naming Voices: Pedagogy and Persistence in an Asian American Studies Classroom.

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