READING TO WRITE Using Disciplinary Expertise and Source Reading With the ACRL Framework to Enhance the Conceptual Depth of Writing Students

• Published in: Teaching​ Information Literacy and Writing Studies p. 135
• Main Author: William Badke
• Format: Book Chapter
• Language: English
• Published: Purdue University Press 15.01.2019
• ISBN: 9781557538314; 155753831X
• DOI: 10.2307/j.ctv15wxqwx.15

Writing instructors regularly require students to do close reading of a variety of types of published material, the goal being to familiarize the student with the ways in which published writers express themselves. A strong movement within writing studies has been “disciplinary literacy” instruction that “emphasizes the unique tools that the experts in a discipline use to engage in the work of that discipline” (Shanahan & Shanahan, 2012, p. 8). When combined with close reading, emphasis on disciplinary distinctions can serve as a powerful means to enable students to grasp how scholars write, thus informing their own writing. Despite the