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Escritura e inclusión en la universidad. Herramientas para docentes
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La escritura es el principal instrumento para enseñar y aprender en todas las áreas y carreras. "Escritura e inclusión en la universidad" es un manual para docentes que quieran aprovechar este potencial. Se basa en evidencias y ofrece ejercicios concretos para adaptar. Fomenta tareas y evaluaciones de escritura más claras, significativas e inclusivas en aulas diversas. Este libro fue elaborado por un equipo internacional de investigadores y docentes de escritura de Argentina, Chile, España y Reino Unido. Fue liderado por el Departamento de Pregrado de la Universidad de Chile con financiamiento del Ministerio de Educación de Chile.
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... Chile y de descarga gratuita (Navarro, 2021). Este libro, basado en algunas de estas evidencias que mostraba, intenta proponer ejercicios y estrategias para profesores de todas las áreas, que tomen en cuenta esto que estamos compartiendo, y que ayuden a facilitar el acceso las prácticas letradas que se exigen en las universidades, al tiempo que colaboren en su modificación. ...
En este capítulo, se exploran las desigualdades de oportunidades presentes en el sistema de educación superior a partir de la reflexión en torno a la escritura académica. Se presentan cinco ejes que revelan diversos aspectos que influyen en la forma en que se expresan las desigualdades: 1) en la educación superior se lee y escribe de formas particulares; 2) los estudiantes con mejor desempeño usan estrategias colaborativas y autogestivas de lectura y escritura; 3) casi nadie enseña cómo leer y escribir académicamente; 4) la lectura y la escritura académicas pueden amenazar tu identidad; y 5) el nivel socioeconómico impacta en las mediciones estandarizadas de la lectura y la escritura. El capítulo aporta y triangula evidencias empíricas situadas en Latinoamérica para sustentar los diferentes ejes, al tiempo que fundamenta y elabora teóricamente cada una de las afirmaciones. Finalmente, se ofrece un intercambio en modalidad de diálogo con el autor en el que se profundiza en cada uno de los aspectos.
... Based on these findings, we are putting forward an inclusive, equity-based pedagogy of writing designed for teachers across the curriculum (Navarro, 2021), which includes: ...
... Based on these findings, we are putting forward an inclusive, equity-based pedagogy of writing designed for teachers across the curriculum (Navarro, 2021), which includes: ...
We were tasked with imagining the future of Writing Across the Curriculum (WAC) but quickly realized that we could only do so by honoring our subjectiv¬ities and positionalities. Thus, this collective exploration considers three major concepts that we think should drive the future of WAC, each presented with our individual takes: Coloniality, Equity, and Sustainability. We discuss these concepts not in the predictive but in the aspirational. For this publication, we have decided to preserve a conversational tone to keep the poly¬phonic nature of our envisioned WAC of the future. The ideas presented here are not a coherent whole, but in staccato, as a chorus. Many of our ideas align, some of them diverge, others perhaps even contradict. With that goal, we’ll end with a collective list of action items and questions we might take from here.
The tradition of digital writing instructional practices is nearly 50 years old in the US (Handa, 2004). Sometimes, students fully online digital writing courses may fail to engage with and finish the course because they do not feel competent in handling the technologies in the academic context; thus, it is important to find out what equitable practices and what factors influence student success in these courses. Therefore, this study aims to examine digital writing assignments requested in a writing course, with the goal of demonstrating an inclusive and equitable practice: the Labor-based grading contract, in a way that promotes equal and fair grades. This practice is proposed as a solution to the shortcomings detected, since it has been observed that students inexperienced in pre-college education in the delivery of online writing assignments persist in their difficulties with technological educational platforms in college. The creation of a contract between the teacher and the students -at first-, fosters knowledge, motivation, involvement, or engagement with the task; thus, digital writing assignments go from being an unattainable goal to being a feasible task to engage in. Also, the cooperative creation of this online writing with an easy-to-use platform (Eli Peer Review) stimulates them to persist in the following tasks, as they have already reflected on them and have already found out among their peers what they consist of and how to deal with such tasks. In our research we present a case study of a course based on online writing instruction. Therefore, this study aims to examine a particular course in the United States in which multimedia writing assignments and labor-based grading allowed for deep student engagement and success (Dickson,1974; Inoue, 2019). The data comes from the use of mixed methods that combine qualitative information collected through document analysis (teacher materials: syllabi, guidelines, instructions; student materials: personal research, blog entries, and final letter); classroom observation field diaries and the semi-structured teacher interview, with the quantitative methods of a student survey. The results show that there is a high degree of alignment between the course and the best practices of online instruction, and that the nature of the assignments and the Labor-based Grading Contract (Dickson,1974, Inoue, 2019) appear to play key roles in student engagement and success in the course. Likewise, the most highlighted aspect by the students has been the emotional factor, since the tasks have allowed them to get involved and enjoy writing in the digital support. The systematic observation of this writing course aims to deeply understand its provenance, objectives, taxonomy and functionality, with the final purpose of highlighting the capabilities of this methodology in order to offer it as a model in other contexts to promote a fairer and more equitable education.
La llamada "sociedad del conocimiento" requiere escritores y oradores expertos, que participen en contextos ciudadanos, administrativos y profesionales complejos y dinámicos. Sin embargo, estudios previos sugieren que esta formación se relega al currículum oculto en educación superior. Este artículo busca identificar la presencia de la lectura, la escritura y la oralidad en algunos instrumentos curriculares clave del sistema de educación superior chileno. Se seleccionaron diez universidades con rasgos institucionales diferenciados y cinco carreras diversas; se recolectaron 50 perfiles de egreso públicos y diez modelos educativos; y se codificaron cualitativamente las competencias letradas implícitas y explícitas, junto con las concepciones subyacentes, con cuantificación posterior. Los resultados muestran que la lectura, la escritura y la oralidad aparecen invisibilizadas o con baja frecuencia y con una visión reproductiva y generalista en los perfiles de egreso universitarios chilenos, en particular en carreras como Pedagogía en Educación Básica. A partir de estos hallazgos, se sugiere que los procesos de innovación por competencias y acreditación de carreras e instituciones estén informados por una concepción contemporánea de la lectura, la escritura y la oralidad como competencias complejas, retóricas, epistémicas y disciplinarmente situadas, que requieren un lugar explícito y un compromiso institucional en la formación de profesionales.
Although coherence has been widely studied in computer-mediated communication (CMC), insufficient attention has been paid to emergent multimodal forms. This study analyzes a popular commentary system on Chinese and Japanese video-sharing sites – known as danmu or danmaku – where anonymous comments are superimposed on and scroll across the video frame. Through content and multimodal discourse analysis, we unpack danmu-mediated communication analyzing the newest interface (on Bilibili.com), the comments, the interpersonal interactions and the unusual use of the second-person pronoun. Results show that despite the technological constraints (hidden authorship, unmarked sending date and lack of options to structure comments), users construct order in interactions through repetition, danmu-specific expressions and multimodal references, while using playful language to make fun. This study provides an up-to-date analysis on an increasingly popular CMC medium beyond well-studied social networking sites, and broadens the understanding of coherence in contemporary CMC.
Entre los procesos de ampliación de matrícula en Educación Superior en Latinoamérica destaca la implementación de políticas de inclusión que benefician a estudiantes tradicionalmente excluidos. Sin embargo, la escritura académica sigue constituyendo un desafío para sus trayectorias. El objetivo de este artículo es proponer un marco conceptual sobre inclusión y escritura, basado en evidencias, que supere el relato del déficit y valide las perspectivas estudiantiles. Con un diseño cualitativo, se realizaron entrevistas y encuestas a los participantes de un programa nacional de admisión equitativa en tres universidades chilenas, las que se analizaron por medio de códigos temáticos y protocolos de confiabilidad cualitativa. Los resultados muestran baja valoración por parte de los estudiantes de sus variadas y frecuentes prácticas vernáculas de lectura y escritura y tensión entre su identidad y desempeño lingüístico en diferentes espacios de uso dentro y fuera del ámbito académico. Además, las prácticas letradas autogestionadas, el compromiso con la tarea de escritura y la posibilidad de plantear una perspectiva propia en los escritos aparecen como factores de persistencia. A partir de estos datos, se proponen recomendaciones para operacionalizar la inclusión universitaria en el currículum de escritura basadas en los conceptos de identidad, voz y agencia de los estudiantes.
Abstract:
Titles play an important role in genre analysis. Cross-genre studies
show that research paper and thesis titles have distinctive features. However,
thesis and dissertation titles in the field of dentistry have thus far received little
attention. Objective: To analyze the syntactic structures and their functions in
English-language thesis and dissertation titles in dentistry.
Methodology: We randomly chose 413 titles of English-language dentistry theses or dissertations presented at universities in 12 countries between January 2000 and June 2019. The resulting corpus of 5,540 running words was then analyzed both qualitatively and quantitatively, the two complementary focuses being grammatical structures and
their functions. Results: The average title length was 13.4 words. Over half of the
titles did not include any punctuation marks. For compound titles, we found that
colons, dashes, commas, and question marks were used to separate the different
components, colons being the most frequent. Four syntactic structures (nominal
phrase, gerund phrase, full-sentence, and prepositional phrase) were identified
for single-unit titles. Single-unit nominal phrase titles constituted the most fre-
quent structure in the corpus, followed by compound titles. Four particular
rhetorical combination of compound title components were found to be present
throughout the corpus. Conclusions: Titles of dentistry theses and dissertation in
English echo the content of the text body and make an important contribution to
fulfilling the texts communicative purposes. Thus, teaching research students
about the linguistic features of thesis titles would be beneficial to help them write
effective titles and also facilitate assessment by teachers.
Keywords: Dentistry, dissertation titles, lexico-grammatical analysis, linguistic
structure, thesis titles
Este libro aborda las inequidades que se construyen a partir de diferenciaciones en torno al lenguaje en la Universidad Nacional San Antonio de Abad en el Cusco y en la Universidad Nacional San Cristóbal de Huamanga en Ayacucho. Se estudian las problemáticas del motoseo, del uso del quechua y de la escritura académica para demostrar como todas ellas sirven de base para generar graves exclusiones en el entorno universitario.