In this article, the author draws on the findings of a previous study of the history of writing instruction at UWI, Mona, to argue that academics' attitudes to writing and its instruction throughout most of the six-decade history of the institution suggest that large numbers of "content" faculty may not readily address the component of Writing Across the Curriculum (WAC) which requires them to be directly involved in students' writing development.

In this paper a cross-disciplinary WAC curricular and pedagogical approach is proposed and the challenges and opportunities presented by an interdisciplinary WAC approach investigated. Conceptual research methods were used and a critical education theoretical perspective pressed into service to navigate the issues. It is shown that generally, traditional academic and organizational orthodoxies do not allow for curricular transformation, hence the need for a supportive institutional culture. The need for a learner-centred higher education landscape is therefore underscored.

This paper will discuss an activist approach made at the University of the West Indies, Mona to implement a 'Speaking Across the Curriculum' (SAC) Programme, as a response to the University's Strategic Plan of 2007-2012. Although it has long been agreed on that the University needs a programme instilled in its curricula that would ensure the production of graduates that are competent and effective oral communicators, to date no such programme exists.

Despite the fact that mathematics is compulsory at the secondary level in Jamaica and is required for entry into tertiary institutions and certain jobs, many of our students are overwhelmed by their perception of the impenetrability of the complex world of mathematics. Furthermore, the fundamental value of learning mathematics as a means of developing the higher order skills of reasoning and critical thinking escapes many. 

This study was designed to investigate how an intervention of purposefully designed activities would affect the writing performance of a group of ten female grade eleven students at a non-traditional high school in Jamaica. The study examined the difficulties that the students encountered when writing and explored the factors that contributed to the students' writing difficulties. Data were collected from interviews, participant observations, students' journals and students' written work. 

Writing about a scientific topic gives the instructor an excellent way to measure student comprehension. In writing tasks, the instructor can also observe student thinking abilities of a scientific nature. Yet it is common that physics curricula do not explicitly use writing tasks in their assessment schemes, even though almost all physicists implicitly judge student writing in problem solving and problem solving is the "gold standard" for student achievement in physics.

Samsa and Oddone (1994, 117) state that statisticians need to write to describe, explain, clarify, convince and to publicize information. Unfortunately, students majoring in statistics and other mathematics based disciplines usually avoid courses which require significant levels of writing. Yet, on completion of their degree, they are usually employed in areas which require a significant amount of report writing, both to specialist audiences as well as to audiences that do not necessarily understand the language of this subject area.

The ability to write effectively in biology is a persistent concern in the Department of Life Sciences of the University of the West Indies. Although writing skills, such as spelling, punctuation, and sentence structure, are generally sufficient, content, structure, and coherency fall below an acceptable standard. In this study, we used quantitative methods to determine whether specific writing tasks would lead to a change in biology students' perception of writing in science and the perceived value of and/or willingness to use writing as a component in their science learning.

"Words need love too." 1
"We create ourselves by words. Before we are business people or lawyers or engineers or teachers, we are human beings. Our growth as human beings depends on our capacity to understand and to use language. Writing is a way of growing. No one would argue that being able to write will make you morally better. But it will make you more complex and more interesting-in a word, more human."? 2
"Since written discourse is central to a University Education, the responsibility for the quality of student writing is university-wide." 3