LDC_academic_writing_finalpdf：ldc_academic_writing_finalpdf.pdf

Academic Writing Across the Disciplines Written by Barrie Olson With Introduction by Eleanor Dougherty February 2013 Literacy Design Collaborative Introduction When Jane, a high school science teacher, “got the message,” as she put it, that she was to teach reading and writing, she admitted that this new role seemed daunting. She certainly felt confident teaching science but was at a loss to teach literacy and wasn’t sure how to fit literacy instruction into her coursework. Nevertheless, on reflection she realized that her students would soon be in college science classes where they would have to write papers, not just lab reports. The Literacy Design Collaborative (LDC) gave her a starting point and guidance that she “badly” needed. Once she taught an essay in which students examined cryogenics, she realized that literacy was a powerful tool for learning and that her students internalized their examination of content better than they had when she gave them worksheets. LDC is a framework for developing and teaching assignment tasks aligned to the College and Career Ready Anchor Standards in the Common Core State Standards. The framework consists of a system of template tasks that can be applied to any subject in the secondary grades, 6- 12. Its purpose isto support teachers in their efforts to interpret and transform CCSS into practice. At the request of the Literacy Design Collaborative, Professor Barrie Olson conducted a literature review on academic writing and discourse, as well as collected and analyzed college writing assignments. In her paper, Academic Writing Across the Disciplines, Olson details her findings and organizes the student writing products around a number of factors, including discipline, genre or mode, length, and form. The close concurrence with LDC’s framework bodes well for teachers who design and teach LDC modules and for their students. It is clear from her analysis