• topic;
  • content literacy;
  • domain;
  • subject area;
  • text;
  • policy;
  • standards;
  • theoretical;
  • linguistics;
  • literary;
  • writing;
  • across curriculum;
  • learner;
  • early adolescence;
  • adolescence;
  • type;
  • article

In an October 2008 JAAL Commentary, Moje took issue with the teaching of generic reading strategies in the middle and high school content areas. She argued for teachers to provide “disciplinary literacy” instruction, focusing on the specific kinds of reading and writing that go on in content areas. The present article concurs with that argument to a point. However, the author questions Moje's use of the term disciplinary to describe the kinds of instruction that content area teachers provide—or should provide—at the secondary level. Middle and high school students are better served, the author concludes, by learning to read, write, and argue using relatively nonspecialized language.

[Notes. Find the original commentary by Elizabeth Moje, along with a link to an explanatory podcast, at http:dx.doi.org10.1598JAAL.52.2.1. See also Moje's response to Heller in this issue at http:dx.doi.org10.1598JAAL.54.4.5, and continuing discussion on Heller's blog at]