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Abstract
Teachers are not simply transmitters of disciplinary information but veterans initiating outsiders into disciplinary ideas and ways of thinking and communicating. After examining two alternative approaches to a constructivist model of instruction, this paper argues that teachers in all disciplines can act as insiders in helping students to write more effectively within academic contexts. Teachers who write are even more effective in this instructional role because they actively reflect on their writing experiences and processes. Teachers who write bring expert knowledge (of content and language) from tacit to conscious awareness and thus more effectively ...