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Writing opportunities within the content area classroom can be exciting and motivational, but some content area teachers feel they are not up to the task of "teaching writing." The first step in assuaging this authentic concern is to let content area teachers off the hook. They are not writing teachers. Content area teachers can appreciate strongly supported arguments and easily spot a well-turned phrase, but they should not be held accountable for teaching the skills needed to accomplish these writing goals. Their field of expertise may be science or history or math, and because these teachers have done quite a bit of writing in their own academic careers, they are experts in the type of writing required in their respective disciplines. These rich backgrounds help content area teachers make indispensable contributions to the refinement of writing skills. Here are a few thoughts and suggestions that might encourage more content area teachers to infuse writing into their curriculum.
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William Safire is surely known to Visual Thesaurus readers as the man behind " On Language," the weekly New York Times Magazine column that he has penned continuously since 1979. From 1973 to 2005 he was also a Pulitzer Prize-winning political columnist for the Times, taking on the persona of a "vituperative right-wing scandalmonger," in his own self-deprecating terms. But since retiring from the Op/Ed page, his "word maven" persona is now ascendant, particularly with the latest edition of Safire's Political Dictionary (Oxford University Press, 2008), a book that Newsweek has hailed as "the definitive work on the subject."
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