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"Many years of experience have shaped my thinking about disciplinary/adolescent literacy," she says. "During my years as a regular classroom teacher, I routinely found myself frustrated with my inability to get kids to engage in reading and writing disciplinary texts. At the same time, I witnessed them reading and writing all sorts of texts on their own time, or for dramatic productions that I directed, so I knew that they would or could read or write when they had a purpose or an interest."