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Writing across the Curriculum: A Guide to Developing Programs
... Typifying cyclical dynamics of power and representation described by Foucault (1983) and Hall (1997), inclusion in prestigious indexes bequeaths higher status on a publication, leading to its articles receiving yet more citations Meriläinenn et al., 2008;Starbuck, 2005). Prestige and exposure accompanying publication in high-impact publications directs scholars' aspirations to journals in the global core (Anderson-Levitt, 2014;Canagarajah, 2002;Curry & Lillis, 2004;Paasi, 2005). To attain legitimacy by situating one's work within recognized bodies of literature scholars must meet expectations to cite scholarship found in dominant publications (Canagarajah, 1996). ...
... After a faculty member has assembled a body of research, administrators and tenure committees worldwide commonly use the aforementioned impact factor to evaluate the scholar's publication history (Flowerdew, 2000;Garfield, 1994Garfield, /2014Lagoze, Edwards, Sandvig, & Plantin, 2015;. Pressure to compile a career-enhancing dossier leads scholars to align their work with values and conventions of journals originating in the Western European and North American core (Curry & Lillis, 2004;Flowerdew, 2000). ...
... The role of material requirements for participation in academic discourse is seldom acknowledged by core academic professionals who frequently take material affordances for granted (Canagarajah, 1996;Curry & Lillis, 2004;Flowerdew, 2001). Addressing expectations of online manuscript submission, citation of the most current research, and other resource-based requirements, Canagarajah (1996) argued 'These conventions assume the availability of certain material resourcestechnological, communicational, and economic which cannot be taken for granted' by many periphery scholars (p. ...
Academic publication is an international phenomenon, annually involving thousands of scholars, publishers, and institutions worldwide. Despite global authorship, influential publications operate primarily zones of geopolitical and economic power in North America and Western Europe. The primary objective of this paper is to examine the effects of dominant publication practices on work produced by authors outside dominant regions. I also propose a world systems model extending beyond dynamics of material production to also encompass cultural-epistemologies, resources, and language as elements of knowledge production. In a critical examination grounded in world systems theory, discourse analysis, and post-colonial studies, I delineate the manner in which practices affect a series of shifts in literary-academic presence – an author’s textual expression of cultural, regional, linguistic, and scholarly orientation. I argue that conventions produced in global centers of intellectual influence lead authors to reposition their literary-academic presences in a series of geographic, rhetorical, and linguistic shifts.
... .................................... 1991 Husey;n ONlO Developing an Attitude Scale for the Profession of Physical Education Teaching (ASPPET) .................................................... 2014(ASPPET) .................................................... -2020 Beden Egitimi Ogretmenligi Meslegine Yonelik Tutum Ol~egi (BEOYTO) Geli~tirilmesi .......... ............. ................... ............... 2005Geli~tirilmesi .......... ............. ................... ............... -2020 .................... 2036-2043Akademik Ba,anSl Du,iik ve Yiiksek Ogrelmen Adaylarmm Ders (:ait,ma SlYasmda Bili,sel FarkmdalJk Becerilerini Kullanma Diizeylerinin Kar,rl"'lIrrlmas'.......... ............................ ... .. ............. .. .................. 2021-2043 Yeliz niimiizde bir~ok iilkede ogretim ortamlarml daha etkili hale getirmek i~in ~e~itli ara~lirmalar yapIlmakta ve bu ara~lirmalann bulgulan dogrultusunda farkh ogrenme yakla~lmlarl denenmektedir. Ogrencilerin daha onceki deneyirulerinden ve on bilgilerinden hareketle yeni kar~lla~tIklarl durumlara anlam vererek kendi ogrenmelerini kendilerinin olu~turduklanm (i~inde bulunduklan sosyal ~evrenin izlerini ta~lyacak ~ekilde) dii~iinen yakla-Iml savunan bilim insanlannm saY'sl artmaktadlf (Horzum ve Alper, 2006 Bazerman ve Russel 1994;Fulwiler, 1986;Martin, D'Arcy, Newton ve Parker, 1994;McLeod, 1992;Pearce, 1984;Russell, 1991). ...
... The second trend is the one that emerged in 1970s and has lasted until today. During this period, writing has become a widely used teaching method in various levels of education and in the field of science throughout the world (Anson, Schwiebert, & Williamson, 1993;Bazerman & Russel 1994;Fulwiler, 1986;Klein, 1999;Martin, D'Arcy, Newton, & Parker, 1994;McLeod, 1992;Pearce, 1984;Russell, 1991). ...
This study examines prospective teachers· levels of understanding the photoelectric effect and the impact of writing activities for learning purposes on the success of prospective teachers. These prospective teachers study in the science teaching program of the faculty of education and take the course Introduction to Modern Physics. In this study a semi-experimental design with a 'pretest' - 'posttest' control group was used. The research data were obtained via a questionnaire comprising qualitative questions prepared by the researchers. In all the groups the lesson was taught by utilizing the verbal-written lecture method . In addition. each student in the experimental group wrote a letter to a senior high school student to explain the photoelectric effect in an understandable way. On the other hand students in the control group solved the problems relating to the topic in the course book. A total of 111 third year students studying in the academic year 2007-2008 participated in the study. 54 of these students were female and 57 of them were male. The research findings indicated that prospective teachers have low levels of understanding the photoelectric effect and qualitative and quantitative comparisons of posttest results of the experimental group and control group and success percentages in the written examin ation were in favor of the experimental group. In addition the opinions of students about writing activities for learning purposes were determined by means of additional questions to the posttest. 91.7% of the students mentioned that they understood the photoelectric effect about which they wrote the letter. These students also stated that this activity helped in their learning of this topic.
... 9 The need for developing students' writing skills is greater with students whose rst language is not English. 10 It was observed that the writing skills of advanced pharmacy practice experience (APPE) students who are non-native English speakers ranged from 'weak', 'needs improvement', to 'dangerous'. 8 Moreover, in a study conducted in a health professional school, where students rst mother tongue was Arabic, the authors identi ed that the students had a limited understanding of scienti c writing. ...
... 11 To address students writing abilities, a range of proactive efforts, from institutional initiatives stressing writing throughout the curriculum 12-17 to course-based and skill-speci c programs have been implemented. 10,18,19 A previous report by Ranelli and Nelson has suggested that the implementation of a writing-intensive course will positively affect students writing skills. 3 Clearly, the need to identify approaches to enhance the writing skills of students has been recognized by various health professional schools. ...
Background
Describe the design, delivery and impact of a course delivered in an undergraduate pharmacy program with students whose first language is not English. The aim of this course is to develop pharmacy students’ scientific writing, peer assessment and critical appraisal skills.
Methods
The course is offered in the final year of an undergraduate pharmacy program. In this course, students wrote two structured pharmacy review articles (PRA) based on assigned scientific research articles and peer assessed each others’ written PRAs. Students also critically appraised scientific research articles on a weekly basis, completed one pre-journal club written reflective critique based on a assigned scientific research article and moderated one journal club session.
Results
Course rubrics were developed and validated by the course coordinators. A survey that was administered to students enrolled in the course identified that 85% of the students perceived that they gained adequate writing skills in the course. More than 70% of the students indicated they had the necessary skills to evaluate their peers’ written assessments and 93% felt comfortable providing and receiving feedback from peers. More than 90% of the students indicated that their understanding of the primary research articles assigned improved as a result of their contribution to the peer assessment process and writing of PRAs.
Conclusion
This course improved students scientific writing, peer assessment and critical appraisal skills. Further practice is required to reinforce the skills learned and to strengthen the writing skills of students.
... Por ello, el trabajo de pares, bajo la figura de tutorías, ha acompañado desde sus inicios esta iniciativa y continúa siendo una de las dinámicas más utilizadas en estos espacios (Calle-Arango, Pico y Murillo, 2017) alrededor del mundo. Desde la cuna de estos lugares, autores como Jeff Brooks (1991), Irene Clark (1988), Muriel Harris (2000), Susan Hubbuch (1988), Andrea Lunsford (1991) y Linda Shamoon y Deborah Burns (1995), entre muchos otros, han planteado durante décadas cuestiones relativas a los aciertos, los dilemas y las nociones erróneas en torno a las tutorías en los centros de escritura. Lo anterior, en principio, apoyados en los beneficios y las ventajas que Bruffee (1984) formuló acerca del trabajo colaborativo. ...
... He may leave with an improved paper, but he will not have learned much".Enmarcados en ese panorama, queda en evidencia la importancia de la conversación como elemento primordial de las tutorías, y el centro de escritura parece ser el espacio más adecuado para abordar estas interacciones, menos comunes en espacios tradicionales como las aulas de clase:A diferencia de los cursos tradicionales de escritura de la universidad, el enfoque de los centros de escritura no es la corrección de los problemas textuales; las tutorías de escritura se fundamentan en las habilidades intelectuales y personales que el escritor pone en juego cuando escribe(Molina, 2014, p. 23).Los tutores, precisamente porque funcionan en un ambiente de apoyo no evaluativo, ofrecen a los escritores la oportunidad de escribir, pensar y hablar. Se les ayuda a usar el lenguaje para desarrollar ideas, probar posibilidades, analizar y repensar a la luz de la retroalimentación recibida(Harris, 2000). En otras palabras, el diálogo entre pares representa un contexto distinto de aprendizaje para el estudiante(Bruffee, 1984), que conduce a un trabajo colaborativo que involucra al alumno y mejora sus habilidades mediante la combinación de ejercicios como la lectura, la conversación, la escritura, y el pensamiento crítico y analítico(Lunsford, 1991), que es lo que los centros de escritura buscan potenciar.Un dilema de autoridadNo por los señalados beneficios que trae consigo el trabajo colaborativo, y la importancia que tiene la labor que realizan los tutores pares en los centros de escritura, se pasa por alto la discusión sobre, valga la redundancia, la ausencia de paridad que se establece entre el tutor y el tutorado a la luz de estos espacios (Calle-Arango, Pico y Murillo, 2017). ...
Desde la educación superior, la alfabetización académica significa familiarizar
a los estudiantes con el género discursivo propio de la profesión. Por
ello, el objetivo del presente texto es reflexionar sobre una posible forma de
enseñar los géneros discursivos en la alfabetización académica en entornos
de educación superior, teniendo en cuenta que los estudiantes deben
desarrollar constantemente las habilidades comunicativas y pragmáticas
propias de su ámbito profesional. En ello, resulta imprescindible familiarizarlos
con situaciones que presenten regularidades propias de la esfera,
aunque cargadas de detalles contextuales y referenciales. Pero tal proceso
estará incompleto si no va acompañado por una posterior reflexión.
... While writing across the curriculum has often been framed as a way to train students in discipline-specific writing conventions (Bazerman et al., 2005), engaging students in formal writing activities that reflect the discipline's literature, writing across the curriculum also includes writing-to-learn activities -low stakes, informal writing activities designed to help students clarify and engage with course concepts through their own writing (McLeod, 1992). There are a wide variety of activities that fall under the writing-to-learn rubric including specific prompts, annotations, reading summaries, 1-minute papers, and reflective writing assignments (Kiefer, n.d.) with the last of these establishing the foundation of this essay. ...
... Research has demonstrated that writing can help students learn how to learn (Cisero, 2006;Drabick et al., 2007;Emig, 1977;Soysa et al., 2013) and that, as a form of low-stakes informal writing, reflective journaling is an especially promising pedagogical strategy for student development through writing across the curriculum in higher education (McLeod, 1992). Reflective writing allows students to engage with course concepts in ways that compel them to integrate and derive meaning on their own terms (Emig, 1977), leading to improved content retention. ...
Writing-to-learn involves the use of low-stakes informal writing activities intended to help students reflect on concepts or ideas presented in a course. Writing-to-learn can be a flexible and effective tool to help students understand and engage with course concepts, and past research has shown that writing-to-learn activities can substantially improve performance on summative assessments. Not only is coherent writing helpful for learning, it is also a skill that students are expected to acquire during their degree. However, it can be a challenge to provide writing opportunities that are both interesting to students and easy for instructors to implement and grade, particularly in courses with a large number of students. Reflective journaling is one method that can address these learning objectives. The versatility of reflective writing means that it can be adapted to suit a number of different disciplines. In this essay, we will explore reflective writing as a subgenre of writing-to-learn activities, summarizing some of the benefits associated with these assignments that have been described in the pedagogical literature. We will then describe how to tailor the assignments to different kinds of disciplines, including STEM courses, professional programs, and the social sciences and humanities. We will provide some guidance on how to resolve tension around marking and feedback for such an assignment. Finally, we will describe our individual experiences with using this kind of assignment in two courses. As there were a number of contextual differences between the two courses, including size and discipline, our commentary is advanced within the specific context supplied by each.
... Student journals and other non-graded assignments that allow students to explore and creatively develop their ideas are critical to this philosophy. McLeod (1992) states that the two ways in which WID is most often manifest in the curriculum are the first year writing course that highlights the conventions of academic writing within the disciplines, and the writing-in-the-major or writing-intensive course, which teaches the styles and genres of a specific discipline or grouping of scholars. Such a course may be taught not by an English department or specialist writing teachers from humanities but by faculty from within the specific discipline. ...
... It is a truism of writing across the curriculum programmes that they take place in a real, uncontrolled context, often in less than ideal time frames with less than ideal resources. McLeod (1992), Maimon (1981), Fulwiler (1987) and others continually stress the importance of WAC emerging out of its own context, that there is no 'pattern fits all', but that each WAC programme will be specifically adapted to its particular cultural, institutional and social context. ...
Writing across the curriculum (WAC) is a way of integrating the teaching of writing into specific academic disciplines. A problem faced in the WAC literature is how to develop a process that integrates the skills of multi‐disciplinary teams. In this project, action research was used to develop a team comprising faculty from the applied sciences and a writing teacher which had been commissioned to integrate the teaching of writing into an undergraduate horticulture course. Five features of action research were of particular importance: the foci of change and collaboration, the rational, systematic process it provided, the locating of the research in a real as opposed to controlled context, and the dual foci of action and research. Action research provided a successful process and structure for the project: outcomes included changed attitudes to writing amongst students and a deeper understanding of how students value written assessment. Unexpected outcomes included spontaneous participation of students in the action research process, the provision of useful methods of reflection for teaching staff, and the development of professional trust amongst faculty from different disciplines.
... According to Moon et al. (2018), writing instruction can be categorized in two separate concepts: look at writing as a skill to be learned (learning to write) and a process that helps in learning (writing to learn). Since the concept of learning to write includes specific conventions and elements for various professions, writing belongs in all courses (McLeod, 2000). Therefore, writing instructional practices and assignments can be used as a tool for learning as well as for assessment purposes. ...
This mixed-methods study involves an examination of faculty members’ perspectives of instructional writing practices they use in undergraduate courses within professional schools. By using an undergraduate faculty survey (quantitative data), a focus group discussion (qualitative data), a document review with post-debriefing meetings, and classroom observations (qualitative data), the researcher investigated faculty members’ writing instructional practices within two professional schools (i.e. business and health science). Utilizing the triadic reciprocal relationship between the three factors (i.e. personal, behavioral, and environmental) of the social cognitive theory as a lens, the researcher explored the following overarching research question: To what extent do the personal factors (e.g. knowledge and expectations), behavioral patterns (e.g. skills / actions), and environmental events (e.g. institutional support) impact faculty members’ ability to deliver professional writing instruction within their undergraduate courses?
... utas de servicios en el mejoramiento de las prácticas de lectura y escritura de los estudiantes y los profesores. Donde el acceso y uso de los servicios del CED corresponderán a las dinámicas que la institución educativa genere desde el trabajo del aula, gestión institucional y desarrollo personal de los estudiantes, de las prácticas comunicativas.Harris (1992) y Waller(2002)afirman que los CE poseen diferentes formas, tamaños y configuraciones, correspondiendo a las dinámicas y propuesta institucional del abordaje de la escritura.Para que el CED opere como una CVA, requiere que los profesores y estudiantes asuman una actitud positiva frente a la incorporación de las TIC para las actividades d ...
El proceso de diseño de un Centro de Escritura Digital (CED) para la educación media debe responder a los retos globales y regionales, sin embargo, el conocer el contexto donde se va a instaurar es fundamental. Lo anterior, debido a que un CED no es un asunto distante a las realidades de las instituciones. Este articulo tiene como propósito presentar los resultados sobre la lectura del contexto de dos instituciones que ofrecen educación media, una publica y otra privada, que participaron en el proceso de investigacio?n. Para ello, se adopto? el estudio de casos y se aplicaron cuestionarios de indagacio?n a estudiantes y profesores, desde las posibilidades de disen?o y funcionamiento del CED en la educacio?n media y la conformacio?n de una Comunidad Virtual de Aprendizaje. En los resultados se plantea como la informacio?n obtenida se considero? para la disposición del CED de cada una de las instituciones. En las conclusiones se afirma que el hacer una lectura del contexto institucional es importante al momento de pensar la estructuración y operación de un CED para la educación media.
... The movement of Writing-Across-the-Curriculum (WAC) starting in the 1960s and 1970s ushered in the recognition of the important role of writing in learning and across disciplines, as effective writing skills are essential for quality learning as in keeping a journal or taking fields notes for academic purposes. Later, given the variety of disciplinary conventions and formats in research articles, courses and curriculums focused on writing inside/within specific disciplines, and Writing-in-the-Disciplines (WID) began to emerge (Brian 1992;McLeod 1992). The target course of this study, Technical and Scientific English Writing, is a relatively new course, as a response to the need to publish in English. ...
Informed by theory, research, and classroom practice, the volume provides a systematic overview of critical L2 writing issues. Additionally, with the aim to support instruction across all levels of education for Chinese speakers, this book introduces pre-service and in-service teachers to new teaching ideas, techniques, and practice.
... The second is the movement that began in the 1970s and has lasted until now. In this process, writing became the teaching method that was used worldwide in many education levels and the science field (Anson, Schwiebert & Williamson, 1993;Bazerman & Russel 1994;Fulwiler, 1986;Martin, D'Arcy, Newton & Parker, 1994;McLeod, 1992;Pearce, 1984;Russell, 1991). Klein (1999) states that writing activities (diary, summary, letter, article and so on) help the students to become individuals who communicate better, think critically, and form a new knowledge repertory. ...
The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named “Letters from Father Inönü to Erdal Inönü” published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title “The letters of Erdal Inönü to his father” by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father
to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger
than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.
... (Table 1) WAC dates back to the 1970s and believes that writing instruction is not a transient need totally met in English composition classes. 10 Incorporating the concepts of WAC into all disciplines provides continuous advanced writing in various courses, specifically allied health professions, to achieve competence in clinically relevant writing assign-ments; to demonstrate critical thinking skills, both verbal and written; and to encourage the incorporation of evidence into clinical practice. 11,12 The assignment was introduced in the second semester course: Principles of Dental Hygiene Care II. ...
During the introductory semester of treating patients, students are in need of assistance and guidance throughout the assessment and treatment phases of patient care. As novice learners, there is little to no prior knowledge on writing a patient case study presentation. To assist and improve dental hygiene student writing of patient case journals, a scaffold assignment was created. Over the course of the semester students were required to submit five patient case studies in the form of a journal. Each journal had a writing focus with specific directions for each along with a detailed rubric; the final journal encompassing all writing foci. Students communicated with their clinic advisor via Blackboard and a continuous dialogue occurred with responses to questions and constructive feedback. The goal of this assignment was to improve writing skills and critical thinking skills of the student dental hygienist.
... Non-native speaker disadvantage is a topic that has been covered widely by scholars in English for research publication purposes. Previous research on the difficulty of publishing in English as a second language by non-native speakers of English (e.g., Englander, 2009;Hanauer & Englander, 2011), pressure on multilingual scholars to publish in English (e.g., Curry & Lillis, 2004;Lillis & Curry, 2006), and the politics of knowledge dissemination in English (e.g., Corcoran & Englander, 2016) has informed the current debate on linguistic disadvantage. These studies generally report ways in which scholars who publish in a second language face burdens that scholars publishing in English as their first language do not face or face to a lesser extent. ...
Recent years have seen a spirited debate over whether there is linguistic injustice in academic publishing. One way that linguistic injustice might occur is if gatekeepers (e.g., peer reviewers and editors) judge the scholarly quality of academic writing more harshly if the writing does not meet expectations for international academic English, even if the content is good. We tested this with a randomized control study in which scholars judged the scientific quality of several scientific abstracts. Each abstract had two versions with identical scientific content, such that the language in one version conformed to standards for international academic English, and the language in the other version did not (but was still comprehensible). While the data are preliminary and the effects statistically inconclusive, both pre-registered and exploratory analyses of the data suggest that scholars may give abstracts lower ratings of scientific quality when the writing does not conform to standards of international academic English. These results suggest that linguistic bias may occur in academic peer reviewing and motivate further study to better understand and address this phenomenon.
... The former comprises informal, short writing activities that serve to promote more critical thinking and reflection about concepts and ideas covered in class (Knoblauch & Brannon, 1983). From this perspective, writing is utilized as a tool to cultivate student learning (McLeod & Soven, 1992). WID is often termed "learning to write" and focuses on helping students learn the language, conventions, format and discourse of a specialized discipline (Kaufer & Young, 1993;Maimon, 1981). ...
Writing, a critical pedagogical tool, cultivates student learning and fosters deeper understanding of the material. When frequent, low -stakes (informal) writing activities help students write more freely, engage with the material and thus become active learners. Looking at students who are at opposite ends of a community college spectrum, this article compares and contrasts students’ writing skills using low-stakes assignments, including peer-reviewing of each other’s work, in a capstone course and in a First-Year Seminar in terms of organization, clarity in communication and content analysis. The data generated from this study stem from an interdisciplinary collaboration among three instructors from Humanities, Mathematics and Natural Sciences, with the goal of creating a network between students in First-Year Seminars and students in the capstone course. Research methods in this context included assigning common readings to students in different classes on the theme of Women in STEM. It also included a peer review component: students reviewed each other’s assignments and instructors visited each other’s class to lead a discussion on the paucity of women in the fields of sciences or as Nobel Prize winner, with the additional aim of improving women’s interest in STEM courses.
... En términos generales existen dos opciones, o formar estas competencias genéricas en cursos especializados, por ejemplo un curso de trabajo en equipo o un curso de expresión oral, o formarlas en el contexto de los cursos propios de las disciplinas o profesiones. El último es, por ejemplo, el caso de los programas WAC (Writing Across the Curriculum) ampliamente desarrollados en las últimas décadas en Estados Unidos, donde ya hace diez años habían alcanzado un nivel del cobertura superior al 50% de las universidades del país (McLeod & Soven, 2000). Como se sugiere Riordan & Roth (2005), la experiencia de integrar el desarrollo de competencias genéricas en las disciplinas tiene el doble efecto de dar mayor sentido a las disciplinas estudiadas a través de la aplicación práctica y de dar un contexto auténtico y con solidez disciplinar a las competencias que todo profesional debe desarrollar." ...
Since the last century, higher education has witnessed the increasing application of competence-based approach. However, in Cuba this tendency is not explicitly observed either in design or in the pedagogic treatment during the formation process. The competence-based formation is an alternative to be implemented in the graduate medical education. The objective of this paper was to present arguments for the need of adopting a competence-based approach in the process of formation of pediatricians. This was a theoretical paper prepared by the pediatric department of ¨Dr Salvador Allende¨ medical faculty in which theoretical and empirical methods were applied. In the professional and teaching setting, neither the term competence is agreed by consensus, nor is its interpretation homogeneous. Through a process of systematization, one assumes the definition of competence as a combination of knowledge, skills and attitudes; mobilization of several capacities to act and achieve performance; this performance may be seen in various contexts whose meanings the person should be able to understand, so that the performance is successful and expression of the personality development. The analysis of the use of the competence approach in several countries allows considering feasibility and appropriateness of the competence-based formation in the Cuban medical education. In this way, we present the competence-based approach and the competence-based formation because this is a viable proposal for the formation of pediatricians in the Cuban setting.
... A long held assumption in writing studies is that writing can be equated with critical thinking, meaning that writing helps to develop critical thinking and vice versa (Emig, 1977). McLeod (1992) arguing for writing across the curriculum stated "writing is not only a way of showing what one has learned but is itself a mode of learning-that writing can be used as a tool for, as well as a test of, learning (p. 4). ...
Convinced of the power of PBL to promote students’ critical thinking as demonstrated by its application across disciplines, we designed a series of problems for students in a second-year writing course. We collected samples of their writing before and after implementation of the problems. We were concerned about whether PBL pedagogy would negatively influence second-year students’ writing. However, our preliminary findings suggest that students’ critical thinking about writing improved with the use of PBL pedagogy.
... According to Mitchell ([15]135), this transition can be referred to as "making the invisible visible". Evidence of such transitions are supported by writing programs such the writing across the curriculum (WAC) [16] and writing in the discipline (WID) [17] movement focusing on developing the skills of writing outside of the discipline of composition literature and other language (English) courses. These programs had a profound effect on teaching writing in colleges and universities in the United States and in Britain in secondary education. ...
This article gives an overview of a study conducted at the University of Tartu aiming to chart the prevalence of and types of academic written assignments from the perspective from teachers and students. Charting academic writing was considered the first step to better understand writing needs and opportunities in order to find support to develop an academic writing centre and find support to introduce academic writing groups as a means to promote the social process of writing. Both writing centres and academic writing groups are becoming more common placed at universities throughout the European continent.
... When such is the case, students are able to produce documents more characteristic of those required in the engineering industry. These objectives and theories, considered standard in the fields of education and composition [12,13], have proved effective in courses developed at such institutions as Harvard [14], Clemson [15], and Georgia Institute of Technology [16]. Additionally, Professional Development Instructor Sundy Watanabe found such methods highly beneficial for courses she developed at Weber State University (2000-2004), including specialized courses for Hill Air Force Base employees. ...
This paper highlights a unique approach to infusing formal training and practice in oral and written communication and teamwork development in the Department of Electrical and Computer Engineering (ECE) at the University of Utah. Faculty and graduate (Ph.D.) students from the College of Humanities have teamed up with faculty from engineering to develop communication and teamwork instruction that is integrated into the existing engineering curriculum. These skills are used as a vehicle to provide better understanding of engineering concepts and their applications.
... ses outside the subjects (taught by linguistics lecturers); to teach academic literacy inside the subjects (taught by the subject lecturer as member of the discourse community); to give special training to advanced students who become tutors. These proposals were developed in the Writing Across the Curriculum movement, largely in the United States (Mc. Leod & Soven, 1992;Marinkovich Ravena & Mirán Ramírez, 1998;Fullwiller & Young, 1982) and they are applied in some isolated practices in Argentina (UNLu, 2001). However, there are other approaches that focus on teaching genre in other traditions: New Rhetoric (Perelman, 1997;1998) also applied in Argentina for teaching literacy in mother tongue; ESP, appli ...
... From the theoretical perspective selected (Systemic Functional Linguistics, SFL), a genre-based pedagogy influences knowledge construction in disciplines and empowers students to engage social activities in academic, scientific and professional life (Christie & Martin, 1997;Christie & Martin, 2007). In this sense, this tradition meets with others that have proposed explicitly o implicitly that writing in disciplines enhance comprehension of the field as content and activity (Bazerman, 2000(Bazerman, , 2009Swales, 1990Swales, , 2004Marinkovich Ravena et al,1998;Mc Leod & Soven, 2000;Carlino, 2005 among many others). These principles have oriented PRODEAC, which includes teaching literacy activities in the specific subject matters of the degrees instead of the implementation of parallel courses. ...
The aim of this paper is to outline and discuss the critical aspects of a genre-based academic literacy program across the university curriculum which major goal is to promote student’s academic performance through the development of advanced literacy in institutional environments. From the theoretical perspective selected (systemic-functional linguistics), a genre-based pedagogy influences knowledge construction in disciplines and empowers students to engage academic, scientific and professional social activities (Christie & Martin, 1997; Christie & Martin, 2007).
Three elements of the program’s design are critical (Moyano, en prensa) and will be discussed: a genre-based pedagogic proposal, a device called “negotiation between peers” and the institutional support. The pedagogic proposal, especially designed for teaching academic literacy in Spanish L1 (Moyano, 2007), is based on the Sydney School’s teaching-learning model (Martin, 1999) and suggests a path from heteronomy to autonomy in reading and writing in the context of disciplines. The proposal focuses on the genres at stake and discourse features involved in texts of different disciplines comprising activities related to setting context, building the field, deconstruction, text design & construction and text edition. All of them are performed as joint activity at the beginning of each stage and progressively independent. The so called “negotiation between peers” implies the interaction between a linguist and a specific subject lecturer in order to teach literacy inside the curriculum subjects instead of composition courses. The institutional support implies construing networks of different levels of responsibility actors at the university. Monitoring the process through research is another key of the program. Action-research allows evaluation while research on scientific discourse analysis provides knowledge to enrich contents to teach.
This program has been adapted to secondary schools environments and nowadays it is matter of discussion in the frame of joint activities between university lecturers and secondary school teachers in order to its implementation in that educational context.
References:
Christie, F. & Martin, J.R. (1997) Genre and Institutions: Social Processes in the Workplace and School. London, Cassell.
Christie, F. & Martin, J.R. (2007) Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives. London:Continuum.
Martin, J.R. (1999) Mentoring semogenesis: ‘genre-based’ literacy pedagogy. In: Christie, F. (ed). Pedagogy and the shaping of consciousness. Linguistic and social processes. London, Continuum.
Moyano, E.I. (2007) Enseñanza de habilidades discursivas en español en contexto pre-universitario: Una aproximación desde la LSF. Revista Signos, 40 (65) 573-608.
Moyano, E.I. (en prensa) Escritura académica a lo largo de la carrera: un programa institucional. Revista Signos, 43.
... There are different proposals about how to do the work of teaching academic literacy at the University: to offer writing courses outside the subjects (taught by linguistics lecturers); to teach academic literacy inside the subjects (taught by the subject lecturer as member of the discourse community); to give special training to advanced students who become tutors. These proposals were developed in the Writing Across the Curriculum movement, largely in the United States (McLeod & Soven, 1992;Marinkovich Ravena & Mirán Ramírez, 1998;Fullwiller & Young, 1982) and they are applied in some isolated practices in Argentina (UNLu, 2001). However, there are other approaches that focus on teaching genre in other traditions: ESP, applied especially in teaching academic literacy in English as a foreign language; and some SFL, applied in English in several universities and in Spanish in the Universidad Nacional de General Sarmiento (UNGS). ...
It has been said that genres created in each "area of human activity" (Bakhtin, 1953-54) or by "discourse communities" (Swales, 1990) are shared b y "participants in these various areas" or "expert members of communities". However, at least in Argen tina, conventions of academic genres are not comple tely done (Moyano, 2000; 2001). Most of the new research ers recognize they have difficulties to produce the m and MA students fail in presenting their post- graduati on thesis or delay them too much. Pre-graduated stu dents show very short skills at solving writing tasks ass igned by their lecturers in Spanish as a mother ton gue. Based on that we have detected in an action research proj ect (Moyano & Natale, 2006), it is possible that le cturers are lack of awareness of the genres they want their stu dents to write and -most of them- are not aware tha t these genres must be taught. Based on J.R. Martin's Genre & Register Theory, strategies for negotiating genr es are being developed in the project mentioned above for the purpose of teaching academic literacy at the un iversity level, what has incidence in construction of knowle dge and insertion in the academic community. This negotiation is made between each lecturer and the l inguist who is associated to his/her work with stud ents in the context of the subjects they teach. The linguists b ecame mediators between lecturers and students, gui ding the production of resources for teaching genres. In thi s paper we will discuss this negotiation procedure in terms of its theoretical possibility and legitimacy. The arg umentation will be made taking into account some re sults of progressing lecturers' awareness of genres and thei r need of being taught.
... En el ámbito internacional, diferentes propuestas elaboradas en marcos teóricos diversos han dado lugar a una larga tradición de la enseñanza de lectura y escritura basada en el concepto de género (Swales, 1990; Mc. Leod & Soven, 1992; Hyon, 1996; Marinkovich & Morán, 1998; Hyland, 2002; Karwoski, Gaydeczka & Brito, 2006; Bazerman, Bonini & Figueiredo, 2009). Del mismo modo, en la Argentina se desarrollan cursos y talleres que atienden a la necesidad de enseñar géneros propios de la actividad universitaria, especialmente al inicio de los estudios superiores (uNLu, 20 ...
El propósito de este trabajo es presentar brevemente los principios teóricos y la propuesta pedagógico-didáctica definidos para una experiencia de enseñanza de habilidades discursivas en Español como lengua materna, contextualizada en el ámbito de un curso de ingreso a la Universidad. Asimismo, se aporta una ejemplificación de su ejecución en dos comisiones de estudiantes y con una familia de géneros. El trabajo se basa en la Teoría de Género y Registro desarrollada por la Escuela de Sydney en el marco de la Lingüística Sistémico-Funcional y sus aplicaciones educacionales. La propuesta fue diseñada como una de las actividades de un proyecto de investigación-acción. Los resultados en términos de la evolución de las habilidades de los estudiantes fueron medidos en porcentaje de progreso y se realizó, además, una evaluación cualitativa de los textos producidos en el proceso. Los resultados de la aplicación muestran avances importantes en el desarrollo de los estudiantes en las habilidades trabajadas. Se concluye que dos de las variables incidentes en los resultados fueron el marco teórico-pedagógico aplicado así como el compromiso de los estudiantes en el proceso.
... The second one is the movement which started in the 1970s and has continued until today. As part of the above mentioned second movement, writing has been a teaching activity widely-used over the entire world in many levels of education and in the field of science (Anson, Schwiebert & Williamson, 1993;Bazerman & Russel 1994;Fulwiler, 1986;Martin, D'Arcy, Newton & Parker, 1994;McLeod, 1992;Pearce, 1984;Russell, 1991). Klein (1999) states that writing activities (diary, summary, letter, article etc.) help students to think critically and to form a new knowledge store besides helping them to become individuals who can communicate well. ...
In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test quasi-experimental research model was used. Research data were obtained by using open-ended questions prepared by the researcher. The lesson was conducted in the beginning by using the verbal-written explanation method. Then each student in the experimental group wrote a summary which clearly explains the special relativity theory for a high school student within the framework of the writing for learning activity. By contrast, the control group students solved the problems related to the subject in the course book. A total of 73 students (51 female and 22 male) studying at the second grade in the 2011-2012 academic year participated in the study. The research findings showed that the comprehension levels of special relativity theory in prospective teachers were low; the result obtained by the qualitative and quantitative comparison of the post-test results of the experimental and control groups and their achievement percentage in the exam were in favor of the experimental group. Furthermore, 87.2% of the students who wrote down their opinions about the activity of writing for learning understood the special relativity theory; and the activity of writing for learning was effective in learning the special relativity theory.
... In addition, tutors at the writing center are trained to serve students of all majors, respect any student writing capability, and ensure using effective strategies for making students understand the correct writing concepts. Harris (1992) states, "Tutors propose to the writers the opportunity to write, think, and talk with someone who through mutual talk and questioning helps the writer to develop his ideas, to test potential, to re-see and re-think in the light of feedback from tutors. ...
The Writing Center at Notre Dame University-Louaize (NDU) is a place where students can improve and develop their writing skills by working one-on-one with tutors. This study compares between the progress performance of students who come regularly to the Writing Center to work one-to-one with the same tutor and use the online tutorial services to students who don’t visit the Writing Center, but only depend on the traditional classroom instructions and direct instructor’s comments and feedback on the writing. This study is divided into two parts. As a start, 80 students were asked to write two in-class essays on two different days. Each of these essays was considered as draft one. Then, in the first part of the study, 58 students sat twice per week one-on-one with the same tutor in order to seek help before writing draft two for the two essays. 29 students met face-to-face with the tutors and the other 29 students worked on-line with the tutors. Whereas, the other 22 students were asked to write the second draft of the same two essays without any one-on-one or on-line tutoring sessions. Both qualitative and quantitative data analyses were conducted. Main results showed that the students who worked one-on-one and on-line with the same tutors in the Writing Center exhibited noticeable improvement than the students who relied only on the traditional classroom instruction and direct instructor’s feedback on draft one. Moreover, the students who worked on-line with their tutors got the highest scores. The study concluded with recommendations addressed to universities, instructors, and students in order to enhance and motivate students to attend the Writing Center on regular basis.
... This approach and another related variant known as Writing in the Disciplines (WID) has been hugely successful. A significant amount of literature about setting up WAC/WID writing centres has been published (Thaiss & Porter, 2010;Jamieson, 1996;Mcleod & Soven, 1992) during the spread of the approach to institutions all over the US. The approach has been the centre for critique and discussion about writing instruction in higher education (Ochsner & Fowler, 2004;Walvoord, 1996), and this has led to most US universities having a writing centre based on these approaches (Russell et al., 2009). ...
Abstract
Pedagogic interventions that focus on improving a writer’s ‘sense of self as an author’ have shown the potential to reduce unintentional plagiarism and improve student writing at undergraduate level. Development of the authorial identity concept has come from focus on student understandings of authorship. Research suggests that undergraduate students lack understanding of authorship and experience difficulties identifying with the role of ‘author’ when writing. Further development of authorial identity as a useful psychological and pedagogical construct requires exploration of the ways that other individuals understand authorial identity. One perspective that has not been examined is that of academic staff. The understandings of authorial identity held by professional academics is particularly important as they are readers and assessors of undergraduate assignments, as well as writers of journal articles that serve as examples of academic writing that students use as typical examples of academic writing.
The current thesis presents original qualitative research exploring the understandings of authorial identity from the perspective of academic psychologists teaching at a post 1992 university in the UK. An interview schedule informed by the literature and two pilot interviews were used to conduct six semi structured interviews that were recorded and transcribed. Transcripts were then analysed using thematic analysis to identify recurring themes in the transcripts. The analysis suggests that academics hold two salient understandings of authorial identity. Academics understood authorial identity to be an attribute of the writer and an attribute of a piece of writing. This is represented by the two main themes of ‘an authorial writer’ and ‘an authorial piece’. From this analysis it is possible to conceptualise psychology academics’ understandings of a typical authorial writer and a typical authorial piece. These were identified by the subthemes within each main theme. An authorial writer was understood to use authorial thinking, value writing skills, take ownership of their writing, identify with the role of author, have positive self beliefs related to their writing, and communicate effectively in writing. Academics understood an authorial piece of writing to be high quality, inform about the reader, written in an authorial style, original, and an authorial genre of writing. These form the basis of a framework of authorial identity that builds on previous investigation conducted with students. This model will inform further research and pedagogies based on an authorial identity approach to plagiarism.
... Es importante señalar que estas dos últimas corrientes teóricas son las que han influido directamente en el surgimiento de las propuestas pedagógicas que dan forma a lo que se ha denominado en el medio universitario latinoamericano alfabetización académica (Moyano, 2004;Carlino, 2005) y que en contextos anglosajones se conoce con el nombre de literacy. Así, tanto "la escritura a través del currículum" (wac) (McLeod y Soven, 1992;Fullwiler y Young, 1982;Bazerman et al., 2005), como "la escritura en las disciplinas" (Farris y Smith, 1992;Peterson, 2005) son modelos pedagógicos que coinciden en reconocer que se debe propiciar el aprendizaje del uso del lenguaje en contextos específicos; por lo mismo, se valora el papel epistémico de la escritura, pero también su carácter de medio de interacción entre miembros de una comunidad disciplinar. ...
Based on the linguistic analysis of a corpus of scholastic essays, in this article we explore the discursive resources that university students use in the construction and expression of opinion during the final courses of their academic studies. Our objective is to identify, through a qualitative approximation within the analysis of discourse, the linguistic marks that students make when taking their position with regard to an area of knowledge. The results show that the construction and expression of opinion require the mastery of discursive resources associated with the insertion and handling of voice, the text structure, and above all, the construction of discursive perspective. The findings emphasize the need to present didactics of argumentation with a discursive orientation that allows students to recognize and use the appropriate mechanisms for constructing opinions that are pertinent for their area of disciplinary formation.
... En el ámbito internacional, diferentes propuestas elaboradas en marcos teóricos diversos han dado lugar a una larga tradición de la enseñanza de lectura y escritura basada en el concepto de género (Swales, 1990; Mc. Leod & Soven, 1992; Hyon, 1996; Marinkovich & Morán, 1998; Hyland, 2002; Karwoski, Gaydeczka & Brito, 2006; Bazerman, Bonini & Figueiredo, 2009). Del mismo modo, en la Argentina se desarrollan cursos y talleres que atienden a la necesidad de enseñar géneros propios de la actividad universitaria, especialmente al inicio de los estudios superiores (uNLu, 20 ...
A genre-based pedagogic model for teaching literacy at tertiary level of education aims to promote students' literacy in institutional environments. From the theoretical perspective selected (Systemic-Functional Linguistics), a genre-based pedagogy influences knowledge construction in disciplines and empowers students to engage academic, scientific and professional social activities. This paper outlines a program for teaching literacy across the second cycle of university curriculum, the negotiation between participants as a critical tool and a brief evaluation. This institutional program has been implemented with a high degree of commitment of its actors -university authorities, professors of different disciplines and language teachers.
... The first goal was to develop the types of higher-order thought processes necessary for effective therapeutic problem solving. Using the SOAP format as the base, these writing activities provide an organized, written frame- Introduction to chart documentation group 3 Managing adverse drug reactions group 4 Monitoring and improving patient compliance group 5 Drugs in pregnancy and lactation group 6 Estrogen replacement individual 7 Diabetic complications I group 8 Diabetic complications II individual 9 Contraception/Fertility individual 10 Smoking cessation I individual 11 Smoking cessation II group 12 Health maintenance/immunizations individual 12 Pediatrics I individual 13 Pediatrics II individual 14 Final Exam work for therapeutic problem solving. Additionally, because writing is linked closely to learning and critical thinking, the integration of on-going opportunities to write about course material offers students a powerful and contextually relevant learning environment(9,10). ...
To practice pharmaceutical care, pharmacists will need to communicate and document their recommenda- tions in the medical record. We incorporated instruction on the principles of chart documentation into an elective on primary care therapeutics. Students developed a patient specific care plan and wrote a "chart note" to document their assessment and recommendations. Performance criteria for notes were developed for formative and summative assessments. The notes were useful in assessing students' understanding of therapeutic principles and introducing the concepts and importance of chart documentation, but additional practice would be necessary to achieve a "chart-ready" note. Developing this ability is a complex process, requiring instruction, opportunities to practice, constructive feedback, opportunities for revision and an appreciation for the its importance. Pharmacy curricula should include an organized, uniform and efficient method of teaching professional documentation.
... WAC pedagogy emphasises that academic and professional writing involves particular discourse conventions from different disciplines. As a result, writing should be practiced and nurtured in all areas of the curriculum, not simply in English courses (McLeod & Soven 1992). WAC is guided by the conviction that writing is a lifelong process, a process that develops not in a single semester or course, but throughout a student's academic career and beyond (Bridgewater State University 2010). ...
El nuevo modelo educativo de la Universidad de Talca es un gran desafío institucional, la cual en Chile ha liderado la implementación de la enseñanza por competencia, centrando así sus esfuerzos en tres focos : La formación de personas dentro de un marco valórico propio; la búsqueda de la excelencia en el cultivo de las ciencias, las artes, las letras y la innovación tecnológica; y el compromiso con el progreso y el bienestar regional y del país, en permanente diálogo e interacción con el entorno social, cultural y económico. Estos focos del modelo educativo por competencias, han generado un fuerte cambio a la Universidad, tanto en su planificación estratégica, como en su estructura organizacional. Es así como se puede observar en la evolución de los planes estratégicos, como ha sido necesario cambiar los objetivos y las estrategias antes propuestas, los cuales en un principio solo contemplaban como meta el rediseño de la matriz curricular, sin tener plazo ni meta clara para medir estos cambios. Finalmente el nuevo plan visión 2015, establece de manera concreta dos premisas; en primer lugar, alinear los focos estratégicos principales de la Universidad al cuadro de mando integral y por último, confeccionar indicadores que permitan de manera efectiva monitorear la óptima implementación de este modelo educativo. Dando así el paso necesario a la nueva fase de implementación del modelo adoptado.
In this chapter, I explore the affective dimension of writing in building knowledge and developing thinking. In the first instance, I argue in for the study of writing as an epistemic process, which implies placing special emphasis on the subjectivity of the writer. Subsequently, I analyse how affectivity can be recognized in some relevant theoretical foundations, even though the underlying conceptions restrict it to a mental representation or a mere initial trigger for the act of writing. I argue that writing aimed at the construction of knowledge must rescue and integrate the affective dimension in which the subject is involved when they want to develop, communicate and accredit knowledge in a written way. Understanding the writing process from the affectivity standpoint re-signifies subjectivity and gives genuine value to the experience of learning.KeywordsSubjectivity in writing;Affectivity in writing;Emotions in writing
Doctoral studies in the Czech Republic are highly individualized with little coursework outside the supervisor/supervisee dyad, and the PhD students are mandated to publish prior to the dissertation defense. This mandate is troublesome because writing development has been on the fringes of the Czech education culture. In addition, the publications often must be in English, and many doctoral students struggle with English. In this exploratory study, we examined how this mandate translates into practice, how doctoral students learn to meet the requirements and how university administrators/supervisors perceive doctoral writing development. To answer our questions, we interviewed 7 university administrators/dissertation supervisors and 7 doctoral students from various backgrounds and universities, looking for diverse views on the issue. Our analysis confirmed the formal status of supervisors as the key doctoral writing literacy brokers. While the supervisors acknowledged their role, they also tended to view doctoral writing as a matter of self-study and funding, thus indirectly emphasising the publication outcomes. In contrast, doctoral students called for structured support of their writing processes. We propose a systemic approach to introduce writing pedagogies into the Czech discourse. With this study we hope to contribute to research on doctoral writing for publication of EAL (English as an Additional Language) students in Central Europe.
Introduction: Engineering programs must take creative approaches to ensure that their students receive needed communication instruction in curricula constantly experiencing pressures of accreditation, state, and industry requirements: expectations for students' knowledge and skills increase although curricula are compressed. Situating the case: Technical communication and engineering education scholarship describe multiple models for integrating writing instruction into engineering curricula: 1. writing across the curriculum, 2. partnership models, 3. embedded models, and 4. support models. About the case: Technical and professional writing and engineering faculty collaborated to develop a hybrid model, which borrows from multiple existing models for integrating technical writing education throughout the engineering curriculum, both in and outside of courses, including collaborative workshops, specialized writing center support, and other interventions. Methods/approach: Survey research was conducted with students on the effectiveness of multiple writing interventions. Results/discussion: The hybrid model enables students to experience a variety of writing interventions; students perceived them as beneficial. Students found most effective writing interventions occurred in the context of their engineering coursework. Faculty and administrators found the approach beneficial because of its collaborative nature and because it balanced instructional time with external support methods. Conclusions: Local solutions to universal problems must take many variables into consideration: people and programmatic cultures, disciplinary and institutional contexts, and curricular, regulatory, and funding constraints. The authors' hybrid model for integrating technical writing into the engineering curriculum represents a flexible, sustainable approach adaptable to meet specific needs in specific environments at different institutions.
The present study adopted a case-study qualitative design to discover how science undergraduates at one public university in the eastern U.S. understood writing and how they evaluated creative or personal writing in relation to their science identities. Findings suggest that science majors in this volunteer sample defined science writing as distinct from other kinds of writing, but they also saw creative writing as personally enjoyable and valuable. The discussion explores an observation that science educators may be able to leverage creative, imaginative writing to give students chances to demonstrate how creative narratives do not lie beyond the boundaries of scientific discourse, as well as for reflective and writing-to-learn purposes for students.
La tutoría académica es un servicio distintivo de los centros de escritura frente a otras estrategias de promoción y fortalecimiento de la lectura y la escritura en la escuela. Este artículo tiene como propósito identificar las estrategias de acompañamiento desarrolladas por los tutores durante los servicios ofrecidos por dos Centros de Escritura Digital (CED) en la educación media. El método utilizado fue el estudio de caso, en el que participaron dos instituciones educativas, una pública y otra privada, de Medellín, Colombia. Para el análisis de la información se utilizaron los gráficos de las coordenadas del centroide y el porcentaje, alcance y frecuencia por tamaño de caso. En los resultados se muestra que las estrategias utilizadas correspondieron a las realidades institucionales y el servicio ofrecido desde el CED. En las conclusiones se afirma que las tutorías son una estrategia de orientación de la escritura académica, complementaria al trabajo de aula que se desarrolla en las diferentes áreas y asignaturas del currículo escolar de la educación media.
Universities around the country have writing centers on their campuses since writing is an important component of student success. Research has shown that many writing center professionals feel marginalized by faculty and staff. The study was designed to explore how and why writing centers become marginalized on college campuses. Many studies on writing centers focus on pedagogical aspects of writing center work as well as student and faculty views and expectations. This study explores organizational, cultural, and political structures that may help and hinder a writing center in reaching its potential in assisting in broader educational goals such as retention and student success initiatives. Faculty and administrative staff were interviewed along with a survey given to students at a Mid-Atlantic institution. Physical artifacts and documents were also analyzed to explore the invisible aspects of institutional culture and practices. The study indicated that formal and informal organizational structures such as autonomy, a difference of values, faculty support, competing resources, and institutional culture lend themselves to writing center marginalization. Writing program administrators and administrators of other services who are viewed as academic support rather than university support can use and overcome these same structures to establish and reach broader student success goals. Adviser: Deryl K. Hatch-Tocaimaza
http://dx.doi.org/10.5007/2175-8026.2016v69n3p157
The following paper focuses on the description and exemplification of a device which is the core of the Academic Reading and Writing Program (PROLEA, for its acronym in Spanish) conducting at University of Flores (UFLO): the “negotiation between peers” or “negotiation between teaching partners”. The Program design is based on the Sydney School's developments in Systemic Functional Linguistics. The negotiation between peers comprises the work between a professor on academic and professional literacies, who is a member of the Program, and the professors of each of the specific subjects involved. In order to successfully implement this modality, the realization of the negotiation between peers is necessary. This device entails a series of agreements between the professors involved about the teaching of the curricula contents through reading and writing tasks. First in this paper, the negotiation between peers is characterized, and its function and value in the Program are highlighted; second, two scenarios of application are presented in order to show the device contribution as well as its difficulties and the way of resolution of the problems found.
Los problemas de escritura de los alumnos universitarios en la Argentina no sólo han sido señalados por los profesores de las diferentes disciplinas sino que han sido confirmados por estudios diagnósticos. Como consecuencia, desde hace algunos años han surgido en nuestro país propuestas aisladas de enseñanza de la escritura en contextos de grado universitario que, pese a su reconocido valor, no han tenido un apoyo institucional suficiente que permitiera su establecimiento y expansión. Aun cuando actualmente muchos lo recomiendan, las universidades argentinas no parecen estar preparadas para sostener un proyecto de escritura a lo largo de las carreras universitarias, como existe en los países sajones desde hace tres décadas. No es nuestro propósito adscribir completamente a este movimiento sino proponer la reflexión acerca de las características que podría adquirir un proyecto similar en las universidades de nuestro país, teniendo en cuenta los avances de los estudios sobre el lenguaje, la didáctica del discurso especializado, las características de alumnos y docentes, así como las de cada universidad. ¿En qué etapas de la formación de los alumnos introducir la enseñanza de la escritura académica? ¿Quiénes deben hacerse cargo de ella? En esta comunicación nos proponemos sostener que éste deberá ser un trabajo interdisciplinario conducido por los profesores de lengua especializados en lenguaje científico-académico a lo largo de la formación universitaria. Para ello, consideraremos cuál es el lugar de la enseñanza de la escritura en la universidad, el de la gramática y el de la reflexión sobre el uso del lenguaje en contextos específicos. Asimismo, destacaremos la necesaria participación en el proceso de los profesores de las otras disciplinas.
Writing is the basis for the construction and dissemination of knowledge in higher education, although all disciplines have particular ways of doing it. This article contextualizes reflection understudied educational movement in Colombia, showing its historical evolution, the conceptual underpinning it (cognitive approach and rhetoric) and the relationship with the situation in Colombia from the results of the investigation, Why reading and writing is for in universities of Colombia?, a contribution to the consolidation of the academic culture, with the participation of 17 universities. It discusses some of the results and concludes with some important challenges to be considered by the various bodies that make higher education.
Most people who use information technology (IT) every day use IT in text-centered interactions. In e-mail, we compose and read texts. On the Web, we read (and often compose) texts. And when we create and refer to the appointments and notes in our personal digital assistants, we use texts. Texts are deeply embedded in cultural, cognitive, and material arrangements that go back thousands of years. Information technologies with texts at their core are, by contrast, a relatively recent development. To participate with other information researchers in shaping the evolution of these ITexts, researchers and scholars must build on a knowledge base and articulate issues, a task undertaken in this article. The authors begin by reviewing the existing foundations for a research program in IText and then scope out issues for research over the next five to seven years. They direct particular attention to the evolving character of ITexts and to their impact on society. By undertaking this research, the authors urge the continuing evolution of technologies of text. IText
La escritura es la base para la construcción y difusión del conocimiento en la Educación Superior, aunque todas las disciplinas tengan formas particulares de hacerlo. Este artículo de reflexión contextualiza un movimiento pedagógico poco estudiado en Colombia, muestra su evolución histórica, las bases conceptuales que lo sustentan (enfoque cognitivo y retórico) y la relación con la situación de Colombia a partir de los resultados de la investigación ¿Para qué se lee y se escribe en las universidades de Colombia? Un aporte a la consolidación de la cultura académica, en la que participaron 17 universidades. Analiza parte de los resultados y concluye con unos importantes desafíos para ser considerados por las diferentes instancias que conforman la Educación Superior.
This chapter highlights ways in which the teaching and learning of writing can be integrated into Higher Education through an academic literacies approach. It focuses on the importance of institutional placement of writing centres and creating authentic spaces for literacies development among Higher Education learners. This is the first South African writing centre to establish credit-bearing training for consultants.
As the current focus of education is often on test scores rather than student learning, many public school teachers do not emphasize the development of cross-curricular writing skills in their curriculum. With the inherent pressures of standardized tests and growing class sizes, the burden of assessing writing projects often makes them prohibitive. However, recent research has shown that developing strong cross-curricular writing programs can not only support content knowledge but also raise standardized test scores. Web 2.0 document sharing technology can reduce teacher workload while providing more scaffolding and instruction than traditional writing assignments. Using these programs, instructors can implement collaborative writing projects that will allow students to learn as they write. This chapter uses pedagogical frameworks such as Balanced Literacy, Gradual Release of Responsibility, and Lev Vygotsky’s Zone of Proximal Development to support the implementation of cloud software in public schools. It also outlines action research from a middle school classroom using cloud technology and makes practical suggestions for use of free software in secondary curriculum.
ResearchGate has not been able to resolve any references for this publication.