In my second blog post, I discussed how disciplinary literacy can be effectively implemented into a social studies or science classroom. Since my content area is in English Language arts, I set out to find an article that could provide me with similar insight. In, “Disciplinary Literacy in English Language Arts,” Peter Smagorinsky describes how the concept can be displayed within ELA classrooms. However, a bulk of his essay is dedicated to how writing presents itself differently in ELA than other content areas. I found this particularly interesting!
Smagorinsky brings up the argument that language arts classes are not designed to provide students with instruction on how to write across different disciplines. This means that a student should not be expected to learn how to write an AP psychology research paper or a biology lab report in their ELA classroom. English Language Arts is its own discipline and has its very own discourse. Smagornisky’s discusses a conversation with a former colleague who believed that, “writing is writing is writing” (141). He explains that there is a common misconception throughout elementary and secondary education that once a student develops basic proficiency in writing, they should be able to write in any subject area. However, in reality, each discipline requires specific writing instruction. For example, the specific tools and skills required to write creative fiction or a poetry collection can not be directly transferred to the writing done in math, science, and social studies.
This article brought me to think about my own education and how I was taught to write. In English class, I learned how to write in MLA format. I used this same format for every paper I wrote, no matter the content area. When I entered into college, I learned that most research papers are either written in APA format or Chicago style. I didn’t have any background knowledge on these formats and had to quickly teach myself in order to stay on track. I am curious of the experiences my peers have had with writing in elementary and secondary education. Were you exposed to specified writing instruction throughout different content areas? Were you assigned a wide range of writing prompts in every subject? Did you feel prepared for college writing? Please comment and let me know!
Smagorinsky, P. (2015). Disciplinary literacy in English/language arts. Journal of Adolescent & Adult Literacy, 59(2), 141-146.
Literacy in Every Classroom 
I found your claim, that writing presents itself differently in language arts classrooms, very interesting. As you explained, outside writing styles, such as AP Psychology and Biology, should not be taught in a language arts classroom. Every discipline has its own specific writing instructions and techniques. For example, in the discipline of history, writing is done in a very specific way. Furthermore, history papers are written using primary sources, secondary sources, Chicago format, and chronologically order. We were told to write using MLA format and basic writing techniques throughout my middle level and secondary school career. When I was in high school, I took a class called Speech and Composition. This class taught me how to write using multiple strategies. For example, I learned how to write persuasive essays, informative essays, compare and contrast essays, and many more. Additionally, we learned how to format our papers using APA and MLA. Although we learned many useful writing strategies, it did not help me for all my college classes. Currently, in college, I am required to write papers specific to historical topics and use Chicago format. Before coming to college, I have very little experience writing history papers and using Chicago format. All classes in high school should require the students to write papers using standards and techniques practiced in the classes specific discipline. For instance, in a high school history class, the teacher should teach the students strategies for writing a proper history paper and using Chicago format. Do you think it would be a good idea to require a high school course where students are required to practice writing strategies unique to college and career disciplines? How do you think teachers should educate students writing strategies specific to the discipline they teach?
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