Writing & Pedagogy最新文献_第3页

Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering 在哥伦比亚工业工程专业中创建不同发展写作路径的帐户

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Writing & Pedagogy Pub Date : 2018-10-16 DOI: 10.1558/WAP.34588

Elizabeth Narváez

{"title":"Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering","authors":"Elizabeth Narváez","doi":"10.1558/WAP.34588","DOIUrl":"https://doi.org/10.1558/WAP.34588","url":null,"abstract":"This paper describes developmental writing paths within a Colombian major in Industrial Engineering. The accounts were created through retrospective descriptions of students' writing experiences collected by a qualitative survey and analyzing writing samples. The study shows that writing throughout the major embraces diverse functions (Writing to learn; Writing to apply content knowledge; Writing to research; Writing to communicate ideas), and traces diverse developmental paths (Writing for innovation; Lab writing; Writing for company analysis; Writing for conducting a senior thesis). This analysis also reveals that different types of problems (improving profits in companies or creating new devices) can be treated through different types of genres (research proposals in companies and projects of innovation), despite the fact that the same label (report) is being used by participants to group writing experiences. One of the writing functions in the major that seems overtly identified by the students is conducting a senior thesis. Since there are other writing functions present across the curriculum, further studies and pedagogical debates with faculty members are necessary to define what writing developmental paths are expected from the students and how many curriculum projects (that include explicit teaching on theories of disciplinary writing and genre knowledge) across the curriculum should be undertaken.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"38 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85093492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

In transition: Researching the writing development of doctoral students and faculty 转型中:研究博士生和教师的写作发展

IF 0.3

Writing & Pedagogy Pub Date : 2018-10-15 DOI: 10.1558/WAP.34576

Sandra L. Tarabochia, S. Madden

引用次数: 2

Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development by Kevin Roozen and Joe Erickson 拓展文学景观:学科发展的人物、实践和社会历史视角，作者:Kevin Roozen和Joe Erickson

IF 0.3

Writing & Pedagogy Pub Date : 2018-08-29 DOI: 10.1558/WAP.34593

M. L. Silva

引用次数: 0

Writing development and education standards in cross-national perspective 跨国视野下的写作发展与教育标准

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Writing & Pedagogy Pub Date : 2018-08-08 DOI: 10.1558/WAP.34587

Jill V. Jeffery, N. Elf, G. B. Skar, K. Wilcox

{"title":"Writing development and education standards in cross-national perspective","authors":"Jill V. Jeffery, N. Elf, G. B. Skar, K. Wilcox","doi":"10.1558/WAP.34587","DOIUrl":"https://doi.org/10.1558/WAP.34587","url":null,"abstract":"The importance of writing ability for academic and career advancement is increasingly a focus of education research and policy globally. In response to concerns regarding students' writing competence, policymakers and curriculum designers have begun placing more emphasis on writing in nationwide academic standards. However, given the complexity of writing as a cognitively dynamic and socioculturally situated activity, representing the development of writing competence in standards that vary by grade level is challenging, and little is known regarding how educational systems vary in approaching this challenge. In response to calls for more worldwide writing research, we undertake a cross-national examination of writing standards with the aim of informing policymakers, those involved in the research and development of writing standards, and researchers interested in writing development, by comparing how three educational systems (in Denmark, Norway, and the US) have represented writing development in curricular standards. To that end, we ask: (1) How do the three educational systems variously frame writing development in grade-level distinctions for writing standards? (2) How do the developmental pathways implicated in these grade-level distinctions relate to theory and research on writing competence and its development?","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"13 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78871275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

‘You need to criticize, not just summarize!’ Investigating ‘Criticality’ in written assignments of postgraduate students 你需要批评，而不仅仅是总结!调查研究生书面作业的“关键性”

IF 0.3

Writing & Pedagogy Pub Date : 2018-06-26 DOI: 10.1558/WAP.33366

Josephine Mirador

{"title":"‘You need to criticize, not just summarize!’ Investigating ‘Criticality’ in written assignments of postgraduate students","authors":"Josephine Mirador","doi":"10.1558/WAP.33366","DOIUrl":"https://doi.org/10.1558/WAP.33366","url":null,"abstract":"Perhaps one challenge facing postgraduate students is the writing of essays responding to a specific reading assignment. Such an essay requires students not only to summarize, but to engage in a discussion of the significant points of the article, pointing out its strengths as well as its weaknesses. This paper presents the results of an investigation on criticality in written assignments of postgraduate students in applied linguistics and TESOL. It will discuss: How 'critical' are students when writing their assignments? What kind of 'critical' comments are they able to offer? Seventy assignments in the form of essays were analysed, using corpora from three universities in Asia (2010-2014). The investigation adopted a combination of quantitative and qualitative content analysis. In the quantitative phase, the commenting or critiquing sentences were identified and counted vis-a-vis reporting/summarizing information. In the qualitative phase, the critiquing or commenting parts were further analysed, and identified according to their functions or 'moves'. The initial findings from the investigation include: (1) the almost equal proportion of commenting/critiquing and summarizing/reporting information in the assignments; (2) the identification of four broad functions for the commenting or critiquing information adopted by students, each of which has a number of possible specific 'moves' or categories; (3) presence of critique 'nodes' as distinguished from 'support' comments; and (4) the identification of at least four moves as the most recurrent and possibly obligatory categories. This investigation has unearthed issues that are definitely worth investigating as extensions of this research, and will be of interest (most especially) to genre analysts and teachers of writing. Most of all, it will be of interest to postgraduate students in applied linguistics/TESOL programmes who may be wondering about the level of criticality they exhibit when writing assignments for their courses.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"41 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85438939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Negotiating peer feedback as a reciprocal learning tool for adolescent multilingual learners 协商同伴反馈作为青少年多语学习者的互惠学习工具

IF 0.3

Writing & Pedagogy Pub Date : 2018-05-30 DOI: 10.1558/WAP.29647

Melinda Martin‐Beltrán, P. Chen, Natalia L. Guzman

引用次数: 1

Practices and context of L2 writing feedback: A case of an experienced L2 writing instructor 二语写作反馈的实践和语境:一位有经验的二语写作导师的案例

IF 0.3

Writing & Pedagogy Pub Date : 2018-05-30 DOI: 10.1558/WAP.30437

Masakazu Mishima

引用次数: 0

Contested or complementary? Mingling between two distinct writing pedagogies for genre instruction in one EFL undergraduate writing course 竞争还是互补?两种不同的写作教学法在英语写作教学中的融合