ss by using different designs and methods of teaching.
             By using the Design for Knowledge in our classrooms, the content is only a one component. Teaching the discipline as "ways to think" about an experience has more lasting consequences than teaching "about" the discipline. Students are given the opportunity to not only learn basic facts, but also how to use and apply those facts in their everyday lives. Educators must teach the "structures and process related to disciplinary knowledge so that students will be able to use their understandings to interpret and influence their world". This knowledge, if structured correctly, makes information easier to understand, more successfully retained, and produces a smooth transfer of learning (Norton & Wiburg).
             The first mode shared by most disciplinary thinkers is the narrative mode of discourse. This brings lifelikeness to the information mostly found in literature. The expository discourse, on the on the other hand, attempts to convince one of the truth by establishing a hypothesis and developing sequential reasoning supported by evidence. This creates a certain followed path from deductive reasoning, followed by analytical reasoning, from there cause-and-effect reasoning, and finally sequential reasoning all moving again in a linear path.
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