Knowledge making practices as vehicles for teaching academic literacy

Several studies have established a connection between how a discipline communicates in texts and how disciplinary knowledge is produced (e.g. Bazerman, 2000; Blåsjö, 2004; Carter, 2007). This article suggests that a didactic consequence of such a connection could be to use the rhetorical contexts and the knowledge-making practices as vehicles for teaching academic literacy. A conceptual framework for doing this in practice is presented, including teaching and learning activities