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Negotiating the Intersections of Writing and Writing Instruction
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book collects a selection of studies from the 10th conference of the European Association for the Teaching of Academic Writing (EATAW). Under the theme ‘Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality’, the book includes studies problematizing technology, exploring supervision and writing processes, navigating administrative contexts, and negotiating the translingual context of EATAW.
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- Paretti, Marie C., et al.
(författare)
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Faculty and Student Perceptions of the Impacts of Communication in the Disciplines (CID) on Students’ Development as Engineers
- 2019
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Ingår i: IEEE Transactions on Professional Communication. - 0361-1434 .- 1558-1500. ; 62:1, s. 27-42
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Tidskriftsartikel (refereegranskat)abstract
- Background :Research suggests that communication instruction is particularly effective when situated indisciplinary courses. While studies show that this approach improves communication skills, less is known about how itenhances engineering learning. Literature review :Prior work includes approaches to integrating communication intoengineering, studies of writing to learn, and explorations of the role of communication in identity development. Research question :How might the integration of communication instruction and practice into undergraduateengineering courses support engineering learning? Methodology :Because little is known about how communicationinstruction enhances engineering learning, we conducted an exploratory case study of an established integratedprogram in one European university. Participants included six engineering instructors, five engineering program heads,and six engineering students. Using interviews and focus groups, we explored the engineering-specific gains thatfaculty and students perceived from integrating communication assignments into engineering courses. Results :Ouranalysis yielded three salient areas of learning: 1. understanding disciplinary content, 2. selecting importantinformation, and 3. justifying choices. While the first aligns tightly with writing-to-learn research, all three themes, infact, bridge content learning and disciplinary literacy to enhance students’ development as engineering professionals. Conclusions :Communication instruction can potentially support engineering learning through assignments that promptstudents to select information in ways that are consistent with both disciplinary values and the needs of stakeholders,and make and justify decisions about approaches and solutions in ways that demonstrate sound engineering judgment.
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- Gustafsson, Magnus, 1965, et al.
(författare)
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From Local Seminars to International Teaching and Learning Exchanges: The Cross-Cultural Collaborations Project
- 2011
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Ingår i: McGrath, Laura, ed. Collaborative Approaches to the Digital in English Studies. Logan, UT: Computers and Composition Digital P/Utah State UP, 2011. Computers and Composition Digital Press. - 9780874218879 ; , s. 182-220
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Increasing attention to globalization and technology in the higher education arena, especially as these topics relate to the international exchange of information and to distance learning, leads to new opportunities for cross-cultural, collaborative teaching and learning. Teacher-scholars as well as students are no longer limited to teaming with peers in their departments, on campus, or in the same geographical vicinity. They are able to use the Internet to share responsibility for planning and implementing or for pursuing interactive, multimodal learning activities for enhanced learning and communication across the globe.The Cross-Cultural Collaborations project—a poetry-focused electronic discussion activity that we have used in our courses for over five years—offers a representative example of an international teaching partnership and an evolvingcross-cultural, collaborative, and multimodal learning environment. The assignment involves an exchange where students read, interpret, and analyze poetry collaboratively in cross-cultural groups set up to include students of Magnus Gustafsson at Chalmers University of Technology, Göteborg, Sweden; students of Art Young at Clemson University in South Carolina; and students ofDonna Reiss at Tidewater Community College in southeastern Virginia and at Clemson University.
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- Gustafsson, Magnus, 1965, et al.
(författare)
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Multi-Disciplinary, Multi-Lingual Engineering Education Writing Development: A Writing Programme Perspective
- 2012
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Ingår i: Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha. 2012. Writing Programs Worldwide: Profiles of Academic Writing in Many Places. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press.. - 9781602352711 ; , s. 377-388
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The Centre for Language and Communication at Chalmers University of Technology is enabled by the university’s curriculum structure to arrange productive collaborations that promote student development in language and learning throughout three- and five-year programmes, including successful completion of BSc theses. This profile describes two such in-depth collaborations, in mechanical and civil engineering. It goes on to describe the special challenges of providing the best interventions for the diverse students at the MSc level. That the Centre providesprogrammes in both Swedish and English is another important feature of its work.
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- Negretti, Raffaella, 1971, et al.
(författare)
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Writing at work: Transfer of genre knowledge to research writing in the medical field
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Transfer is often defined in terms of “transfer of knowledge” and “knowledge transformation” (Donahue, 2016). Transfer is a complex concept, operationalized as “near” vs. “far” transfer—referring to the proximity between context and tasks, and “high-road” vs. “low-road” transfer—referring to the amount of deliberate abstraction and search for connection that the transfer situation requires (Perkins & Salomon, 1992). In connection to writing, transfer entails a definition of what writing knowledge is (Donahue, 2016). We conceptualize this knowledge as “genre knowledge” (Tardy, 2009); in genre theory transfer often designates autonomy and the ability to make deliberate authorial choices across writing genres and tasks. Specifically, we investigate metacognition and its role in students’ ability to transfer and adapt genre knowledge to research writing tasks. The metacognitive facet of transfer has surfaced repeatedly in genre pedagogy (Artemeva & Fox, 2010; Reiff and Bawarshi, 2011), and as Anson & Moore emphatically stress in their recent work, “transfer happens through awareness and metacognition” (2016, p.333, emphasis in the original). This poster presents part of the data collected over 2 years in a longitudinal project on writing transfer in a Scandinavian university of technology, involving doctoral students in various scientific and technical disciplines. Our question is: How do students transfer the genre knowledge developed through a genre-based writing course? We present the preliminary results obtained from doctoral students in the medical field, who therefore “write at work” as they engage in research writing. Our data comes from interviews conducted with these professionals 6 months to a year after the conclusion of the course. The emerging picture is that genre analysis, especially if aimed at highlighting conventions but also variation, often becomes a tool in the writing process, i.e. a cognitive strategy used particularly in the planning phases of the writing endeavour. These tools—ranging from textual skills such as paragraphing to voice and stance markers, to conventional rhetorical patterns and moves—suggest metacognition and high-road transfer: (genre) knowledge is applied flexibly. Depending on their goals and readers’ expectations, writers make deliberate and autonomous choices. Several students reported an increased sense of control and efficiency, and—not trivially—an increased sense of enjoyment in writing. Anson, C. & Moore, J. (Eds.) (2016). Critical Transitions: Writing and the Question of Transfer. The WAC Clearinghouse. http://wac.colostate.edu/books/ansonmoore/ Artemeva, N. & Fox, J. (2010). Awareness vs. production: Probing students’ antecedent genre knowledge. Journal of Business and Technical Communication, 24,476-515. doi:10.1177/1050651910371302 Donahue, C. (2016). Writing and Global Transfer Narratives: Situating the Knowledge Transformation Conversation. In Anson, C., & Moore, J. (Eds.), Critical Transitions: Writing and the Question of Transfer (pp. 107-136). Perkins, D. N., & Salomon, G. (1992). Transfer of Learning. International Encyclopedia of Education, 2, 6452-6457. Reiff, M. J., & Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28(3), 312-337. Tardy, C. M. (2009). Building Genre Knowledge. West Lafayette, IN: Parlor Press.
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- Gustafsson, Magnus, 1965
(författare)
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Academic literacies approaches for facilitating language for specific purposes
- 2011
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Ingår i: Iberica. - 2340-2784 .- 1139-7241. ; :22, s. 101-122
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Tidskriftsartikel (refereegranskat)abstract
- This paper offers a possible framework for working with language for specific purposes (LSP) in an integrated fashion, i.e. with disciplinary learning as themain lever to promote academic literacy. I suggest that a genuine literacies approach in higher education is already disciplinary by necessity and that even if we do not have an immediate disciplinary context to work in, we still need to work with the students’ understanding of the communities they are active in. The framework draws on previous research on “literacies” and “generic skills” as the basic components and incorporates ways of adapting other frameworks such as peer learning and activity theory at the institutional level. The framework is applied on three cases at the Division for Language and Communication. Theexamples indicate how important flexibility in application is, and how the facilitation of learning under an umbrella concept like “academic literacies” is inherently dependent on learning philosophy. The examples also show how the consistent implementation of a framework philosophy requires versatile solutions of the constructive alignment puzzle in designing the environment, the activities, and the assessment of specific interventions. In combination with the three examples, the suggested framework offers a way of prioritising approaches for arriving at academic literacy.
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- Gustafsson, Magnus, 1965, et al.
(författare)
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Catching Another Wave: WAC at the Graduate Level
- 2014
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Ingår i: nternational Writing Across the Curriculum Conference June 12-14, 2014: "Shifting Currents/Making Waves".
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Over the past four decades, the Writing-Across-the-Curriculum movement has grown steadily outward from its initial stronghold within liberal arts colleges and state institutions with a strong teaching mission to institutions as diverse in their missions as community colleges and research-intensive universities (McLeod & Soven, 1992; Palmquist et al., 1995; Walvoord, 1996). One constant during this period of growth has been a programmatic focus on undergraduate learning and teaching. It’s clear, of course, that undergraduate students have not been the only beneficiaries of the WAC movement. Graduate students have sought advice from WAC workshops for students and have taken advantage of the services offered through writing centers, OWLs, writing fellows programs, and other writing-focused instructional resources. Similarly, faculty and post-docs (including both native speakers of English and non-native speakers) have benefited from professional development and, in some institutions, support for the development of their own writing skills. Yet it seems fair to suggest that these groups, and in particular graduate students and post-docs, have not been viewed as a primary audience by the vast majority of WAC programs. It would appear, however, that this is beginning to change. Although concerns about graduate student communication skills is not new, we are seeing increased attention over the past decade to this issue, with a number of WAC and writing programs launching efforts to enhance the communication skills of graduate students (e.g., Aranha, 2009; Channock, 2007; Hass and Osborn, 2007; Jordan & Kedrowicz, 2011; Simpson, 2012, 2013) and, at some institutions, particularly those with significant numbers of post-docs who are not native speakers of English, post-docs. Some of these efforts have been directed at thesis writing, others have addressed concerns rooted in multilingual concerns, and still others have responded to more general concerns about how we might help graduate students and post-docs make the transition to full participation in their disciplines and professions. In this roundtable, the speakers and audience will reflect on WAC initiatives directed toward graduate students and post-docs. One speaker will address efforts to support international multilingual graduate students and post-docs. Those efforts have, to date, involved (1) assessing the language and literacy backgrounds and needs of international graduate students and post-docs, and the faculty who work with them and (2) initiating the design of workshops, writing courses, and a peer-tutoring program. Another speaker will reflect on efforts to support graduate students in STEM disciplines through writing center initiatives and faculty professional development. A third speaker will report on the results of a two-year pilot project, involving team-taught communications courses and thesis writing groups, that is intended to create a university-wide program targeted at graduate students. The presentations at the roundtable are intended to be roughly half the length of a standard panel presentation. Following the presentations, the members of the panel will call attention to common themes running through the presentations and invite members of the audience to join them in a discussion of directions that might be pursued in WAC initiatives directed to graduate students as well as post-docs.
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