By the time I was 15, my disciplinary readership arrows were certainly developed but not quite mature. I was leaning heavily towards History and Literature in High School. As compared to today, my ability extrapolate data from these subject was about half of where it is now. I remember being able to read Paradise lost, Shakespeare and other great works and always had an answer to a question the teacher asked about meaning. This got to the point where I stopped raising my hand because I found myself constantly answering questions and wanted to know what my fellow students thought.
“…students need to be mentored to read, write, and think in ways that are characteristic of discrete academic disciplines” (Buehl, 10)