READING TO WRITE Using Disciplinary Expertise and Source Reading With the ACRL Framework to Enhance the Conceptual Depth of Writing Students
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...
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| Published in | Teaching Information Literacy and Writing Studies p. 135 |
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| Main Author | |
| Format | Book Chapter |
| Language | English |
| Published |
Purdue University Press
15.01.2019
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| Online Access | Get full text |
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| Abstract | 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 |
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| AbstractList | 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 |
| Author | William Badke |
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| Copyright | 2019 Purdue University |
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| Editor | Grace Veach |
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| Subtitle | Using Disciplinary Expertise and Source Reading With the ACRL Framework to Enhance the Conceptual Depth of Writing Students |
| Title | READING TO WRITE |
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