This article describes an innovative interdisciplinary collaboration between English faculty and an organizational behavior (OB) professor to scaffold case analysis writing in an upper-level OB course at an English-medium university in the Middle East. Case analysis writing is challenging for students as an academic genre or type of writing because they do not always know when to report on the case, when to explain OB concepts, and when to go beyond reporting or explaining by using analysis in support of claims. Combining the English faculty’s linguistic knowledge with the OB professor’s disciplinary knowledge, we developed visual support materials to make the valued features of case analysis writing explicit for students. We describe two sets of instructional materials that we used to help students meet genre expectations. We provide evidence from multiple data sources, including on-going analysis of student writing, that points to the effectiveness of our innovative interdisciplinary collaboration. Our findings provide evidence of the benefits of distributed responsibilities in teaching and assessing university students’ communication skills in disciplinary contexts, particularly for L2 learners.

本文介绍了英语系和组织行为学（OB）教授之间的创新型跨学科合作，目的是在中东一所英语中等大学的高层OB课程中编写脚手架案例分析文章。案例分析写作对于学生而言是一种学术类型或写作类型，因此具有挑战性，因为他们并不总是知道何时报告案例，何时解释OB概念以及何时不再通过使用分析来支持索赔来报告或解释。我们将英语教师的语言知识与OB教授的学科知识相结合，开发了视觉支持材料，以使案例分析写作的重要功能对学生清晰可见。我们描述了两套教学材料，用于帮助学生达到体裁期望。我们提供来自多个数据源的证据，包括对学生写作的持续分析，这表明我们创新的跨学科合作的有效性。我们的研究结果证明了在教学和评估大学生在学科环境中的交流技巧方面，分散责任的益处，特别是对二语学习者而言。