摘要：One of the challenges for writing in the disciplines (WID) programs and practitioners has been to replace the commonly held view in academia that disciplinary conceptual knowledge is a specialized skill but writing is a generalized skill. This view stems from the understanding of disciplines primarily as domains of specialized content knowledge. Disciplinary knowledge, however, includes both conceptual content knowledge (i.e., knowing that) and procedural knowledge (i.e., knowing how). Learning in a discipline is sometimes understood as acquiring content knowledge, whereas the focus of WID “tends to be on procedural knowledge, writing as a way of knowing in a discipline” (Carter, 2007, p. 387). More specifically, “WID developed as a response to the recognition that different disciplines are characterized by distinct ways of writing and knowing. Thus, a specialized conception of disciplinary knowledge is integrated with a specialized conception of writing” (Carter, 2007, p. 387). Carter has drawn on the idea of disciplinary ways of doing (Herrington, 1981; Russell, 1997) as “a link between ways of writing and ways of knowing in the disciplines” (2007, p. 387).
