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Goldschmidt, M. (2014). Teaching Writing in the Disciplines: Student Perspectives on Learning Genre. Teaching & Learning Inquiry: The ISSOTL Journal, 2(2), 25-40. doi:10.2979/teachlearninqu.2.2.25

In this qualitative study, Goldschmidt strives to collect information from students via interviews and surveys in relation to what practices are best to advance the writing capabilities of students in their respective disciplines. She believes that students would have a more streamlined mastery of their chosen discipline if offered early exposure to that particular discipline’s writing form. She interviews ten students in total – three psychology major seniors, three computer science major seniors, three psychology major sophomores, and one computer science sophomore. Goldschmidt finds that students achieve a greater understanding of their discourse by engaging in dialogue with an accomplished figure within the discipline and also through meaningful reading in order to emulate proper writing and discourse.

From this paragraph, these are the two sentences that I recommend including in the actual Wikipedia entry. She believes that students would have a more streamlined mastery of their chosen discipline if offered early exposure to that particular discipline’s writing form. Goldschmidt finds that students achieve a greater understanding of their discourse by engaging in dialogue with an accomplished figure within the discipline and also through meaningful reading in order to emulate proper writing and discourse. And, did you find any other sources that confirm her findings? If so, cite them alongside Goldschmidt. If not, what do you other sources say?Cathygaborusf (talk) 15:15, 3 April 2019 (UTC)cathygaborusf

Carter, M., Ferzli, M., & Wiebe, E. N. (2007). Writing to Learn by Learning to Write in the Disciplines. Journal of Business and Technical Communication, 21(3), 278–302. https://doi.org/10.1177/1050651907300466

Carter and Wiebe find that the act of writing itself promotes learning in a particular discipline. They also find writing within a discipline leads students to deploy different productive approaches to learning that they might not have otherwise applied. In addition, writing in the disciplines can enhance learning in that students were able to refer back to their own previous disciplinary writing work in a way that is palatable because it is in their own words.

After peer review, will try to incorporate some specifics of the studies but will mainly focus on the on the pertinent details as it relates to the idea of writing in the disciplines.

http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=5&sid=6d27fbe9-ad00-4816-812c-22ff5ae2abfc%40sessionmgr120

This article details the partnership writing centers have with disciplinary writing with a focus on inclusivity for diverse student bodies within a university. The goal of this inclusive-based approach to a writing center is for the tutor to guide students to apply the characteristics of their background to learning and contributing to a new discourse community.

Scholars have come to an agreement that the act of writing itself promotes learning in the particular discipline. They also find writing within a discipline leads students to deploy different productive approaches to learning that they might not have otherwise applied. In addition, writing in the disciplines can enhance learning in that students were able to refer back to their own previous disciplinary writing work in a way that is agreeable because it is in their own words. Students tend to have a more streamlined mastery of their chosen discipline if offered early exposure to that particular discipline’s writing form. Studies have shown that students achieve a greater understanding of their discourse by engaging in dialogue with an accomplished figure within the discipline, as well as meaningful reading in order to emulate proper writing and discourse.

Universities have begun initiating academic discourse partnerships between WID programs and writing centers with a focus on inclusivity for diverse student bodies. The goal of this inclusive-based approach to a writing center is for the tutor to guide the students to apply the characteristics of their background to learning and contributing to new discourse communities. Moreover, the inclusive tutoring style acts as an outlet for the student to reconsider their struggles as a normal part of the writing process.