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Previous studies in systemic functional linguistics (SLF)-based genre pedagogy have shown the value of explicit instruction in enhancing student writing. However, most of these studies have been carried out in primary and secondary school contexts (e.g., Brisk, 2014; Humphrey & Macnaught, 2016), with significantly less research in higher education contexts (Dreyfus et al., 2016). The study we present in this chapter addresses the need for more research in higher education contexts and continues the tradition of the SLATE Project (Dreyfus et al., 2016) by providing an example of scaffolding student writing at the university level through an interdisciplinary collaboration. We present our approach to scaffolding a key disciplinary genre in information systems (IS)—the case analysis—which requires analytical argumentative writing. Specifically, we show how we modeled writing processes for case analysis, from the pre-writing process of analysis, to the pre-writing process of integrating analysis as support for claims, to the process of incorporating valued language resources in the written product. While our focus here is on one genre in one discipline, our approach to scaffolding analytical argumentative writing could be useful in support of a wide range of writing in the disciplines (WID) contexts.

Using the Onion Model to Scaffold the Case Analysis Genre in Information Systems