One of the most common struggles for  ENA 101 students is their lack of familiarity with college level writing expectations. Specifically, students often demonstrate a novice understanding of the use and range of Academic Discourse. According to our ENA 101, Introducing Academic Discourse is one of the eight elements that teachers should be addressing within the ENA 101 course.  LaGuardia students bring a wealth of knowledge with them to the classroom, but sometimes, that knowledge looks different than faculty expectations. Students bring to our classrooms all their prior English language experience and this looks different for all our students. Some of our students may have attended high school in the United States but have more academic literacy in their first language. Other students might come from other academic traditions that value different styles of writing for the classroom. As a teacher of such a broad range of students a common starting place in introducing academic discourse might be in helping students to discuss the types of academic writing they have done in the past and explore how that is different from the writing that is expected in ENA 101. Recent scholarship demonstrates that given the unfamiliarity with Academic Discourse that almost all student have that it’s helpful to directly model different activities for students that help them to engage in this work. This can be something as simple as helping them to craft an email to a professor or something more complex as taking a heavily jargoned paragraph and asking them to wrestle with it to make it more understandable. It’s also useful to help students understand how to make different moves in their academic writing- a technique found in the text They Say, I Say which is popular among some faculty.