This paper offers a description and analysis of a genre-informed intervention that supported elementary-grade ELs to write arguments in response to narrative text. Instruction engaged students with the target genre's purpose, structure, and some key language features. The analysis offers an examination of the classroom discourse and materials, as well as the students' written responses. The paper offers evidence that lessons often supported students to actively engage in classroom conversations that highlighted some of the natural constraints and choices consistent with the target genre. The student writing samples provide evidence that young students are capable of writing analytical responses to literature with support. Students were able to write in ways that served the purpose of the genre and are highly valued in ELA classrooms. In addition, the analysis found significant variety among the student products: they took varied evaluative stances in response to prompts, modified their interpretations of character attitudes using nuanced lexis, and provided differing, but relevant evidence in support of their claims. Many students were likewise able to provide elaborated analysis of evidence from literary texts in a variety of ways.

Many upper division business courses focus on applying the concepts and techniques studied throughout the undergraduate curriculum. The case method, which is often used to teach upper division business courses, exposes students to complex situations, aids in developing their analytical skills, and provides students with an opportunity to offer integrative solutions. An assortment of writing assignments for these case courses can enhance learning. Writing business memos and reports from a variety of organiza-tional perspectives and to a number of organizational audiences enables students to explore the realities of crafting business docu-ments meant to communicate and convince. The use of various perspectives and audiences challenges students to recognize the impact of organizational position in creating and maintaining a voice when writing. Assignments that Permit an Exploration of Voice By design, many of Plymouth State College’s upper division business courses are integrative. As an example, to enroll in Administrative Policy students need to have completed courses in (1994) 74 Writing Across the Curriculum