The book, Blooming with the Pouis: Critical Thinking, Reading and Writing across the Curriculum, is a compilation of different articles spanning a wide range of subject areas which are arranged by co-authors Paulette A. Ramsay (a Senior Lecturer and Associate Professor in the Faculty of Humanities and Education at The University of the West Indies, Mona), Vivienne A. Harding and Ingrid A. McLaren (Lecturers in the Department of Language, Linguistics and Philosophy at The University of the West Indies, Mona) and Janice A.

This research investigated curriculum provisions made for the treatment of Jamaican Creole (JC) throughout the education system in Jamaica and the views and practices of teachers involved in the delivery of Language Arts throughout that system; providing insights of the research gained through classroom observation with regard to the efficacy of teachers' practices in relation to these provisions; and highlighting the significance of the insights gained for language education planners in Jamaica, the wider Caribbean and the territories outside of the Caribbean, which share similar language

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.

There are misconceptions in some quarters that tools used by medical doctors are solely mechanical, and that if students who pursue studies in Medical Sciences obtain mastery in the process of elimination and apply this to their multiple-choice examinations they are likely to succeed. However, these are limited views of such professionals and students. In order to be successful, practising and prospective medical doctors, like their counterparts in different fields, utilize other tools in their professional, academic and private endeavours. One such tool is writing.

In Trinidad and Tobago, elementary school students transition to secondary schools after writing the Secondary Entrance Examination (SEA), which determines which school they are placed at. Up to 2013, that examination comprised summative assessment in Mathematics, English Language Arts, and Composition. During the period 2013 to 2016, however, a continuous assessment component (CAC) was introduced, requiring amongst other things, that students produce a portfolio of written pieces.

This study presents the findings of a survey of faculty across the disciplines at the University of The Bahamas (UB) regarding the types of writing they assign students in their classes and the value they place on certain aspects of students’ writing when assessing student work. A major goal of the study is to build background knowledge about the state of writing instruction across the disciplines at UB to support the growth of a possible Writing Across the Curriculum (WAC) initiative.