ABSTRACT
One of the more common complaints heard about todays college and uni versity education is that its graduates do not have the level of writing skills needed by employers. However, few university teachers consider this to be within the scope of their classroom responsibilities. In higher education, writing development is often seen as an additional and subsidiary compo nent which must compete for space in an already crowded syllabus. More over, while academics may believe in the importance of enhancing students’ writing ability, they perceive their primary responsibility to rest with sub ject content and often do not consider themselves to have sufficient exper tise in teaching writing. In the light of this conundrum, 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. The theo retical approach is then illustrated through two case studies involving teachers and students in computing and commercial law courses.
