TEACHING

PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 1

Purpose Literacy is a basic requirement for academic success and civic engagement (Biancarosa & Snow, 2004; Graham & Perin, 2007). Young adults need to be strategic readers and writers who can understand, evaluate, interpret, and write challenging texts; however, reports from the National Assessment of Educational Progress note that in 2011 only 34% of eighth-grade students read at or above a proficient grade level and in 2007 only 24% of twelfth-grade students wrote at or above a proficient grade level. Concerns about young adults literacy development are not new. Since the early 1900s educators like E.L. Thorndike (1917) and William S. Gray (1927) have problematized literacy instruction at the secondary level, noting young adults were not receiving the reading and writing instruction required. Austin and Coleman (1961) suggested these problems might be remediated if preservice teachers had a required reading course, which many teacher preparation programs began to implement in the early 1970s. Often content area literacy courses focused on instructional strategies, particularly reading strategies, such as the GIST (Cunningham, 1982) and ReQuest (Manzo, 1969) with the expectation that preservice teachers would learn these strategies, apply them in their future teaching, and secondary students would become better readers. Over the years, however, researchers noted secondary preservice teachers often reject the vision of themselves as teachers of reading (Bean & Zulich, 1991; Christiansen, 1986; Nourie & Lenski, 1998; O'Brien & Stewart, 1990; Stewart & O'Brien, 1989; Stewart, 1990).

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 2 Recently, it has been noted that this one-size-fits-all approach to literacy instruction may be ineffective and insufficient in preparing preservice teachers to teach the literacy practices specific to their discipline. There has been a call for teacher educators to teach literacy instruction for preservice teachers from a disciplinary literacy approach (Moje, 2008; 2010/11). Disciplinary literacy is an examination of literacy practices specific to particular disciplines (Fang & Schleppegrell, 2010; Moje, 2008; Olson & Truxaw, 2009; Shanahan & Shanahan, 2008). Engaging secondary preservice teachers in the literacy practices of their discipline provides them opportunities to learn and to reflect on how experts in their field communicate with each other and how knowledge is produced and disseminated in their content area. Preservice teachers knowledge of literacy instruction may be increased when they are involved in literacy practices that highlight the particular ways disciplinary experts read and write. To assist preservice teachers in their understanding of literacy in their discipline, teacher educators must incorporate methods of instruction encompassing disciplinary literacy practices. The purpose of this study was to explore writing instruction in two Content Area Reading courses: one section was designated as undergraduate secondary preservice teachers and one section was designated as Masters in the Art of Teaching (MAT) secondary preservice teachers. This study examined how immersing preservice teachers in a unit of study taught them a method of teaching disciplinary writing. Writing As teacher educators and researchers begin to focus on the shift from content area literacy instruction to disciplinary literacy instruction, the emphasis of discussion and research has focused on reading (Damico, Baildon, Exter, & Shiau-Jing, 2009; Shanahan

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 3 & Shanahan, 2008). Although reading and writing are intertwined aspects of literacy, writing requires dedicated instruction and therefore also requires an increase in research focused on effective instructional methods (Graham & Perin, 2007, p.8). The few studies focused on writing in content area reading courses have found writing in methods courses may be beneficial to preservice teachers (Daisey, 2008; 2009a; 2009b). Daisey (2009a) examined the writing apprehension of 91 secondary preservice teachers enrolled in a Content Area Literacy course. At the beginning and end of the semester preservice teachers took the Daly-Miller Writing Apprehension Survey (1975). Throughout the semester preservice teachers wrote a how to book. Daisey found preservice teachers writing apprehension decreased significantly during the semester. Preservice teachers attributed their decrease in apprehension to choice in topic, a sense of ownership over their writing, and knowledge of how they could incorporate the how to book in their future classrooms. Daisey (2009b) also found preservice teachers had a positive increase in their identity as writers when given the opportunity to write in a content area literacy course. Daisey examined the writing attitudes and beliefs of 124 secondary preservice teachers enrolled in a content area literacy course. On the first day of the semester Daisey asked preservice teachers to rank the statement throughout my life I have enjoyed writing on a scale of 1-10. Preservice teachers that scored from 6-10 were categorized as having high writing enjoyment (N=81) and those who scored 1-5 were categorized as having low writing enjoyment (N=43). Throughout the semester preservice teachers wrote journals, analogies, biopoems, found poems, concrete poems, and a how to book. Preservice teachers also completed pre, mid, post, and follow-up surveys about their writing

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 4 attitudes and beliefs. Daisey found all preservice teachers identities as writers increased during the course. Preservice teachers attributed this change to having opportunities to write in a variety genres and feeling a sense of ownership over their writing. While Daiseys (2009a, 2009b) research suggests writing in content area reading courses can be powerful in helping preservice teachers view themselves as writers and teachers of writing, there is a lack of research in this area. Unit of Study Writing Next (Graham & Perin, 2007), a report funded by the Carnegie Foundation, was a meta-analysis of empirical research, which identified 11 writing instructional approaches considered beneficial to students learning. The studying of models was found to be an effective instructional approach to the teaching of writing. An instructional approach for studying models is Rays (2006) unit of study, an inquirybased instructional framework for teaching writing. With teacher guidance, students are immersed in close readings and analysis of a selected genre. Students learn to recognize the structure, discourse, and conventions particular to the genre. This provides students with knowledge about how quality writing is constructed; students then use their knowledge to craft an original piece of writing. This study examined how immersing preservice teachers in a unit of study taught them a method of teaching writing relevant to their discipline. This study posed two questions: (1) what are secondary content area teachers intentions for teaching writing and (2) what do preservice teachers report are the benefits of the unit of study? Methodology Context and Participants

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 5 The participants in this study were 18 preservice teachers in two required secondary content area reading courses. Of the 18 students, seven preservice teachers were undergraduate students and 11 were enrolled in a Masters in the Art of Teaching (MAT) program. These preservice teachers majored in a variety of subject areas: art (6), dance (1), health (2), science (5), social studies (4). I taught both sections of Reading in the Content Areas. In this course, preservice teachers read about a variety of instructional approaches for teaching literacy in their discipline. Preservice teachers read selections of Wondorous Words (Ray, 1999) before discussing the unit of study. During one, three-hour class period I modeled the unit of study approach. Using political commentaries, I modeled how to conduct a close analysis. I annotated the text and created a chart of characteristics I noticed while reading and analyzing. After my demonstration, preservice teachers worked in pairs and individually to read and study political commentaries. After each reading, preservice teachers contributed to the chart focused on characteristics of political commentaries. After a discussion about our noticings, I gave preservice teachers a political commentary I wrote. After reading my piece, I talked about the intentional decisions I made as a writer. This condensed unit of study was to provide preservice teachers a better understanding of the steps, particularly close analysis, that they would do as they began to study a genre. Preservice teachers also had one, three-hour class session to write or to discuss their writing individually or in small groups. This allowed preservice teachers to informally share their writing and receive feedback. Throughout the semester preservice teachers were also engaged in assignments to help them become expert writers of a particular genre. First, preservice teachers

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 6 contacted a professional in their field to learn about genres deemed important. Second, during a class session they shared this information amongst each other. This served as a brainstorming session in which they discussed possible genres to study and write. Third, after preservice teachers selected a genre, they found six anchor texts to serve as models. Anchor texts were defined as high quality texts representative of the genre (Lattimer, 2003; Ray, 2006). Fourth, preservice teachers conducted a close study of one anchor text in which they analyzed the purpose, audience, form, content, language, and mechanics of their anchor text. Fifth, they created a list of noticings, defined as important characteristics found across each anchor text. The close study and list of noticings helped preservice teachers develop implicit and explicit knowledge about their genre, which they used as a reference when writing their original piece. Finally, preservice teachers wrote an original piece and a reflection about their experience as readers and writers in which they analyzed the implications for their future classroom practices. Data Sources In an effort to gain a detailed understanding of preservice teachers intentions for teaching writing and their reported benefits of using a unit of study, I collected data in four ways. First, during the first class preservice teachers were asked to complete a fouritem open-ended written questionnaire answering the following questions: (1) how do you intend to teach writing? (2) what genres are relevant in your field? (3) what types of writing do you do in your discipline? (4) when you are given a writing assignment, what steps do you take to complete the assignment? Second, preservice teachers were asked to correspond with professionals in their discipline. They asked their contact the types of writing they did and why. Third, preservice teachers completed unit of study projects

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 7 were collected. Fourth, preservice teachers completed a one-page written reflection about the unit of study. Finally, preservice teachers participated in focus group interviews. The purpose of the focus group interview was to ask preservice teachers (1) if they would use the unit of study in future teaching, and if so, why and (2) if they thought the unit of study would benefit future students and why. Data Analysis Data analysis proceeded through recognizing themes, systematically examining the data for clarification and coding, and a final synthesis (Rubin & Rubin, 2005). I read and reread the open-ended questionnaire, preservice teachers unit of study projects, written reflections, and interview transcripts allowing for themes to emerge. I created data units and created categories using constant comparative analysis (Merriam, 1998). Initial codes such as Intentions to teach writing before the unit of study, Encourages critical thinking and Connection between the content area and literacy emerged. Additional focused coding lead to clearly defined categories such as Discourse and practices and Identities and Identifications. Coded data was sorted, compared and synthesized (Rubin & Rubin, 2005). This led to finding themes and making interpretations (Rubin & Rubin, 2005). Results Intentions for Teaching Writing Before beginning the unit of study it was important to understand preservice teachers views of themselves as writing teachers. When asked about their intentions for teaching writing, four themes emerged: preservice teachers had no intention of teaching writing (n=4), had not thought about teaching writing (n=3), had specific genres in mind

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 8 but no specific ideas for instructional methods (n=9), and had vague ideas for teaching writing (n=2). Four preservice teachers said they did not intend to teach writing. They cited their content area as the reason they would not teach writing. For example, both Faith and Bob said I dont intend to teach writing because I am teaching art. This comment illustrates that the preservice teachers did not view their content area as one that required writing. A similar comment came from Jason, a science preservice teacher, who said, I do not intend to teach writing in my content area. Carlo, a social studies preservice teacher, seemed to view writing as an assessment tool, as illustrated by his response: I dont intend to focus on writing beyond my responsibility to prepare my students for the OGT. Carlo viewed writing as an assessment and thought it was his responsibility to teach the type of writing deemed important by the state graduation test. Similar to the comments about why they would not teach writing, three preservice teachers said they were not sure, or hadnt thought about it. For example, Leigh, an art preservice teacher said: I never thought really about teaching writing in my classroom, because I am an art education major. We spend more time on studio and history rather than learning about grammar. If I were going to teach writing, I would probably teach students how to write meaningful artist statements. I would also consider writing as artwork, whether it is poetry, short stories, or including text in a work of art. Leigh justified her lack of thinking about teaching writing by explaining that she perceived writing to be something a person in an art class would not do; however, her statement was conflicted. On one hand she reduced writing to the teaching of grammar,

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 9 but on the other hand she stated ways that writing was integral in an art classroom with her examples of artist statements, poetry, short stories, and text in art. Similar to Leighs conflicting response was Michelle, a social studies preservice teacher who said: I havent really thought about how I plan to teach writing. I guess I havent really planned on teaching it at all since I am a social studies content major. However, I do know that its very important that all students turn into adults that are competent writers, but Im not sure how to get them to that point. Michelle viewed writing as important, but she was unsure of its role in her future social studies classroom. While Michelle was unsure if writing was something she would teach, she did view it as a necessary life skill. Eleven preservice teachers had specific genres they wanted students to write, but they did not know how they would teach writing or what specific instructional methods they would employ. For example, Joe, an art preservice teacher said, I will have students write interpretations and critiques of artworks. I will also have them do reports on artists. But I dont exactly know how I would teach that. Similarly, five preservice teachers said they wanted students to journal in response to an activity, artwork, or dance. For example, Hannah, a dance preservice teacher, said, I plan on incorporating writing into my class often. I really like journal entries, so this will be my main form of writing. John, a science preservice teacher, said, I want to encourage scholarly writing when students are presenting lab results in lab reports and setting up their own experiments. I also want my students to effectively explain their understanding of concepts when answering short answer and essay questions. Preservice teachers recognized the role writing played in their classroom and had identified specific types of writing important in

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 10 their teaching; however, they did not mention specific instructional approaches for teaching writing. Only two preservice teachers had specific ideas about how they wanted to teach writing. Derek, a science preservice teacher said he would demonstrate and give representative writing for students to model. He explained, I will teach writing through demonstrations and models. Exposure to the formats and styles used in science are critical to being able to communicate with the science community. A social studies preservice teacher, Deneen, explained she planned to incorporate writing workshops in her future classroom. She stated, I would like to use writing workshops so students can use each other as resources, rather than just the teacher. These preservice teachers viewed writing as a central component to their classroom and had developed initial thoughts about the instruction they would provide. Preservice Teachers Units of Study Preservice teachers studied a variety of genres, which they deemed relevant to their field (See Table 1 for a complete listing of genre studied). For example, Anna said, Artist statements are important because readers learn about the artists point of view. This is something artists do and it is something I would expect students to do. Similarly, Joe said, I consider myself an artist and so I constantly read show reviews. This is important. Why use the unit of study? At the end of the semester, preservice teachers were asked if they would consider teaching a unit of study in their future classrooms. All 18 preservice teachers said yes. When asked follow up questions as to why they might incorporate this instructional

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 11 approach into their future teaching, preservice teachers found the unit of study could teach important genres in the discipline, which in turn would engage students in writing similar to professionals in the field and the unit of study would help students would learn the discourse of the discipline. Preservice teachers found the unit of study provided a framework to teach genres relevant in their discipline. For example Deneen said, the unit of study is a great way to explore specific genres and help students understand how the genre related to our field of social studies. Similarly, Bob said, I would teach the unit of study because it helped me to see the link between art and writing. I think this assignment would help students learn the genres artists write. Mica, a health preservice teacher, said having students write advocacy letters would allow them to see a connection between their health class and the types of writing experts in the field write. She explained, This allows students to become familiar with a genre not necessarily known, but important in our field. Because students would be studying and writing genres considered authentic to the field, preservice teachers thought students would more closely be doing the work of discipline experts. Joe, an art preservice teacher, explained, I think by analyzing other artists statements it is beneficial because it assists students in forming their own statement about their works of art. This is what artists do. They create and reflect. Leigh thought the unit of study might move students to write in a similar manner to the way disciplinary experts write. For example, she explained, the unit of study would be good for students who are continuing on to art school to do. This is what artists do and this is what students will be expected to do. That way they get a taste of what theyre in for. Similarly, Hannah explained, Dance reviews are a very common type of writing among

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 12 dancers and choreographers. This is how the people of the dance world communicate with each other about the dancers, companies, and choreographers of the time. Preservice teachers also thought the unit of study would help students understand the discourse of particular disciplinary communities. Preservice teachers cited the constant reading and rereading of anchor texts, close analysis, and having to use particular words in their writing as beneficial to help students vocabulary growth. For example, Hannah said, Having to analyze the readings would help students understand the language of dance. For example, they would need to know words like choreography, release, and contact improvisation. Similarly, Derek said, students sometimes struggle with the scientific jargon used in reports. I think deconstructing the text with students is important and can help students with this area of science terminology. How preservice teachers would utilize units of study At the end of the study, preservice teachers began to envision how they might use the unit of study in their teaching. Preservice teachers discussed using the unit of study to teach specific genres important in their discipline. For example, Joe said, I am considering a lesson plan during my student teaching that includes a show review. This would benefit students in both their art thinking and writing skills. Similarly, Faith stated, doing this unit of study has influenced me to start researching more on politics. I would love to create a lesson in which high school students would research an issue that affects society and study political cartoons as a way to demonstrate their learning. Carlo, a social studies preservice teacher, explained how he would incorporate political commentaries in a government or history course. He explained, Political commentaries could easily be studied in government or history to introduce a topic and the unit of study

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 13 helps facilitate higher levels of thinking by analyzing and evaluating different pieces of writing and therefore differing perspectives. Michelle, who at the beginning of the semester stated she hadnt thought about teaching writing even though she considered it a life skill, specifically described a genre and how she would teach it in a social studies classroom. She explained: I would want students to study famous speeches in American history. They would use several primary source documents. They could do a close analysis in one, focusing on what the writer is saying and responding to questions like How is a speech structured, Why are they saying that? What kind of language is being used and why? etc. After they read a few more speeches, a list of noticings would make them realize how many similarities were in the speeches despite the fact that the goals of all of the authors would probably be different (or perhaps even opposing). By finally writing their own speeches, they could learn how to form a persuasive argument and be able to identify objectives and techniques used to persuade in other speeches they hear. Finally, assigning students to write and share their own speeches is something that they may have to do throughout their academic lives, and maybe in their adulthood. Michelle was able to think about how she would teach writing in a social studies classroom, something she could not articulate before the unit of study assignment. In addition, Michelle noted the studying and writing of text was a life-long skill, something she found important. Discussion and Implications While there is a call for the field of content area literacy to move towards a disciplinary literacy stance, there is a lack of research focused on writing. Writing, however, is fundamental to disciplinary literacy. This requires teacher educators to provide preservice teachers with opportunities to learn about the significance of literacy, particularly writing, in their discipline. Disciplinary literacy in the secondary classroom relies on preservice teachers understanding of the writing practices in their field and knowledge specific instructional

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 14 approaches. At the beginning of the semester, 88% of preservice teachers did not view themselves as teachers of writing, hadnt thought about the role of writing in their future classroom, or did not have knowledge of specific instructional approaches to teach writing. Similar to Daiseys (2009a, 2009b) studies, this research suggests secondary content area preservice teachers need opportunities to write in the manner in which they will teach their future students. Preservice teachers need to reflect on the genres relevant to their discipline and to learn specific instructional approaches to teach writing in their discipline. These experiences help preservice teachers learn and think about how they will teach writing in their future content area classrooms. The unit of study engaged preservice teachers in literacy practices that highlighted the particular ways experts in their field read and write. The preservice teachers of this study recognized the unit of study as an effective way to teach students to become critical writers and readers of disciplinary texts. The preservice teachers reasoning for using this instructional approach encompassed aspects of disciplinary literacy, such as understanding specific practices and discourse relevant to the field and enacting the identity of disciplinary experts. The unit of study brought the preservice teachers into the communities of disciplinary experts by teaching them how to think, read, and write like an expert of a particular genre, thus further fostering their identities as a secondary content area teacher.

References Austin, M. & Coleman, M. (1961). The torch lighters: Tomorrows teachers of reading. Cambridge, MA: Harvard University Press.

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 15 Bean, T., & Zulich, J. (1991, December). A case study of three preservice teachers' beliefs about content area reading through the window of students-professor dialogue journals. Paper presented at the Annual Meeting of the National Reading Conference, Palm Springs, California. Biancarosa, G., & Snow, C.E. (2004). Reading next - A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Christiansen, M. (1986). How prospective secondary teachers feel about taking a required course in teaching reading: A survey report. Journal of Reading, 29(5), 428-429. Cunningham, J. (1982). Generating interactions between schemata and text. In J. Niles and L. Harris, (Eds)., New Inquires in Reading Research and Instruction. Thirtyfirst Yearbook of the National Reading Conference, pp. 42-47. Washington, DC: National Reading Conference. Daisey, P. (2008). Using drawings by secondary preservice teachers to study their writing process and apprehension. College Reading Association Yearbook, 29, 201-218. Daisey, P. (2009a). The writing experiences and beliefs of secondary teacher candidates. Teacher Education Quarterly, 36(4), 147-172. Daisey, P. (2009b). The benefit of authoring "how-to" books to reduce the writing Apprehension of secondary preservice teachers. Paper presented at the American Educational Research Association Conference, Chicago, IL. Damico, J., Baildon, M., Exter, M., & Shiau-Jing, G. (2009). Where we read from

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 16 matters: Disciplinary literacy in a ninth-grade social studies classroom. Journal of Adolescent & Adult Literacy, 53(4), 325-335. Fang, Z., & Schleppegrell, M.J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53(7), 587-597. Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Gray, W.S. (1927). Summary of reading investigations: July 1, 1925 to June 30, 1926. Elementary School Journal, 27, 456-466, 495-510. Lattimer, H. (2003). Thinking through genre: Units of study in reading and writing workshops 4-12. Portland, Maine: Stenhouse Publishers. Manzo, A. (1969). The ReQuest procedure. Journal of Reading, 13, 23-26. Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. Moje, E.B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96107. Moje, E.B. (2010/2011). Response: Hellers In Praise of Amateurism: A Friendly Critique of Mojes Call for Change in Secondary Literacy. Journal of Adolescent & Adult Literacy, 54(4), 275-278. Morgan, D. N. (2010). Preservice teachers as writers. Literacy Research and Instruction, 49, 352-365.

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 17 Nourie, B., & Lenski, S. (1998). The (in)effectiveness of content area literacy instruction for secondary preservice teachers. The Clearing House, 71(6), 372-374. Olson, M. R., & Truxaw, M. P. (2009). Invisibility of text and preservice science and mathematics teachers: The development of discursive meta-knowledge. Journal of Adolescent & Adult Literacy, 52, 422-431. O'Brien, D., & Stewart, R. (1990). Preservice teachers' perspectives on why every teacher is not a teacher of reading: A qualitative analysis. Journal of Reading Behavior, 22(2), 101-129. Ray, K.W. (1999). Wondorous Words: Writers and writing in the elementary classroom. National Council of Teachers of English. Ray, K. (2006). Study driven: A framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. Rubin, H.J., & Rubin, I.S. (2005). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage Publications. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Stewart, R., & O'Brien, D. (1989). Resistance to content area reading: A focus on preservice teachers. Journal of Reading, 32, 396-401. Soven, Margot Iris. (1999). Teaching Writing in Middle and Secondary Schools: Theory, Research, and Practice. Needham Heights, MA : Allyn & Bacon. Stewart, R., & O'Brien, D. (1989). Resistance to content area reading: A focus on preservice teachers. Journal of Reading, 32, 396-401. Stewart, R. (1990). Factors influencing preservice teachers' resistance to content area

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 18 reading instruction. Reading Research and Instruction, 29(4), 55-63. Thorndike, E.L. (1917). Reading as reasoning: A study of mistakes in paragraph reading. Table 1 Journal of Educational Psychology, 8, (pp. 323-332).

Student Genre Selections Student Faith Kara Bob Leigh Anna Joe Hannah Gina Mica Dominic Marci John Jason Derek Clay Michelle Deneen Content Area Art Art Art Art Art Art Dance Health Health Science Science Science Science Science Social Studies Social Studies Social Studies Degree Undergrad Undergrad Undergrad Undergrad MAT MAT MAT MAT MAT Undergrad Undergrad MAT MAT MAT Undergrad Undergrad MAT Selected Genre Political Cartoons Political Cartoons Artist Statements Artist Statements Artist Statements Reviews (Art Show) Reviews (Dance Performances) Magazine Articles Advocacy Letters Magazine Articles Magazine Articles (Popular Science) Magazine Articles (National Geographic) Magazine Articles (Science Daily) Newspaper Articles (NY Times) Folk Music Poetry Scholarly Journal Articles

TEACHING PSTS TO TAKE A DISCIPLINARY APPROACH TO TEACHING WRITING 19 Carlo Social Studies MAT Political Commentaries