ABSTRACT
This chapter explains how academics in all disciplines can integrate writing into their curricula, in collaboration with language specialists. The nature of this collaboration, its theoretical underpinnings and particular teaching strategies are outlined, together with other elements impinging on integrated programs, such as the multicultural student cohort and the increasing use of technology. Written texts are viewed as acts of communication between writers and readers within social settings, which in the tertiary environment are the disciplinary contexts. Electronic networks can also be used to facilitate writing development, enabling communication with peers in the writing process and in the reshaping of text. One of the advantages of using e-mail is that potentially marginalized students, such as NESB (non-English speaking backgrounds) students who may be loathe to speak out in a group discussion, can have an equal voice. A social constructionist approach to integrating writing with subject content requires close collaboration and sharing of respective knowledge areas between subject and writing specialists.
