@article {670,
	title = {Teaching Genre to English First-Language Adults: A Study of the Laboratory Report},
	journal = {Research in the Teaching of English},
	volume = {38},
	year = {2004},
	note = {+ pdf},
	month = {2004},
	pages = {395{\textendash}419},
	keywords = {acquisition, genre, lab report, LabWrite, science, tacit knowledge},
	author = {Carter, Michael and Ferzli, Miriam and Wiebe, Eric}
}
@article {671,
	title = {Writing to Learn by Learning to Write in the Disciplines},
	journal = {Journal of Business and Technical Communication},
	volume = {21},
	year = {2007},
	note = {+ pdfno j for some reason
},
	month = {2007},
	pages = {278{\textendash}302},
	abstract = {The traditional distinction between writing across the curriculum and writingin the disciplines (WID) as writing to learn versus learning to write understates
WID{\textquoteright}s focus on learning in the disciplines. Advocates of WID have described
learning as socialization, but little research addresses how writing disciplinary
discourses in disciplinary settings encourages socialization into the disciplines.
Data from interviews with students who wrote lab reports in a biology lab suggest
five ways in which writing promotes learning in scientific disciplines.
Drawing on theories of situated learning, the authors argue that apprenticeship
genres can encourage socialization into disciplinary communities.
},
	keywords = {apprenticeship, genre, lab report, situated learning, WAC, WID},
	author = {Carter, Michael and Ferzli, Miriam and Wiebe, Eric N.}
}
@article {1026,
	title = {Ways of Knowing, Doing, and Writing in the Disciplines},
	journal = {College Composition and Communication},
	volume = {58},
	year = {2007},
	pages = {385{\textendash}418},
	chapter = {385},
	keywords = {academic, metagenre, writing across the curriculum, writing in the disciplines},
	author = {Carter, Michael}
}
