{"title":"Writing to learn history: intertextuality in secondary school and university students in Chile","authors":"R. Henríquez, Daniela Luque, Mabelin Garrido","doi":"10.52289/hej10.110","DOIUrl":null,"url":null,"abstract":"The objective of this article is to identify and compare some features of intertextuality in texts written by secondary school and university students in Chile. Employing the perspective afforded by historical literacy, academic discourse analysis, and expert-novice studies, we analyzed 17 written texts based on questions and historical evidence. The two groups were found to differ in terms of evidence usage and writing quality. Intertextual resources are much more commonly used in university-level expert writing than in secondary education. However, surprisingly, they also appeared in a significant part of the texts produced by secondary school students through elements such as paraphrasis, direct and indirect discourse, and integral and non-integral citations. These findings provide a comparative and situated perspective of historical writing across two educational levels, posing some challenges to literate practices in Historical Education and their modeling for learning.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"44 1","pages":""},"PeriodicalIF":0.5000,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52289/hej10.110","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"HISTORY","Score":null,"Total":0}
引用次数: 0
Abstract
The objective of this article is to identify and compare some features of intertextuality in texts written by secondary school and university students in Chile. Employing the perspective afforded by historical literacy, academic discourse analysis, and expert-novice studies, we analyzed 17 written texts based on questions and historical evidence. The two groups were found to differ in terms of evidence usage and writing quality. Intertextual resources are much more commonly used in university-level expert writing than in secondary education. However, surprisingly, they also appeared in a significant part of the texts produced by secondary school students through elements such as paraphrasis, direct and indirect discourse, and integral and non-integral citations. These findings provide a comparative and situated perspective of historical writing across two educational levels, posing some challenges to literate practices in Historical Education and their modeling for learning.
期刊介绍：
Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.
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