TASK-2 of WG3 intended to collect concrete examples of teachers’ expectations of students’ disciplinary literacies in order to better understand the demands in different subjects and at various school levels. To facilitate this process and to have a common way of approaching the texts produced by the teachers, and thus to be able to compare them, we developed a coding and analysis manual. Previous research has shown that Dalton-Puffer’s (2013) construct of cognitive discourse functions (CDFs) is a helpful tool to bring to light and discuss the features of disciplinary literacies in a systematic yet flexible way that also allows insights into the ‘construction of content’ (see, e.g., Dalton-Puffer & Bauer-Marschallinger, 2019; Bauer-Marschallinger, 2022; Breeze & Dafouz, 2017; Hofman Hopf, 2015; Kröss, 2014; Lorenzo, 2017). Consequently, CDFs were chosen as underlying construct for this coding and analysis manual. This tool was drafted in connection to the meeting of Working Group 2 and 3 in Elbasan (Albania) in March 2024, where it was shared and discussed with members interested in the analyses of the Task-2 texts. Seven members then agreed to pilot this coding manual, each applying it to 5-10 texts of the task-2 corpus. The next section describes this analysis tool and presents the core elements, which are specifications of the CDF construct for the subject history as well as for science.

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You can find the analysis guide here