This paper presents an interdisciplinary experience carried out during more than a decade, as a result of the interest in the epistemic function of reading and writing in a specific discipline of higher education. It originated with an engineering professor’s attempt to encourage students to read textbooks in both Statics (E) and Strength of Materials (RM) courses. In cooperation with a language teacher, a systematic implementation of reading practices was introduced, followed by writing summaries later in the RM course. This experience led to research on the influence of a first course of Reinforced Concrete (HA) on the students’ appropriation of the proper language of this area. This study led to the engineering professor’ current interest in the relations between specialized thinking and specialized language (LE). This process has had a substantial impact on the vision and teaching practices of the engineering professor and has opened new fields of interest in his academic activity.
{"title":"Recorrido en busca de la funci�n epist�mica de la lectura y la escritura en Ingenier�a Estructural","authors":"Ricardo Ram�rez Giraldo, Gladys Stella L�pez Jim�nez","doi":"10.37514/int-b.2019.0421.2.16","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.16","url":null,"abstract":"This paper presents an interdisciplinary experience carried out during more than a decade, as a result of the interest in the epistemic function of reading and writing in a specific discipline of higher education. It originated with an engineering professor’s attempt to encourage students to read textbooks in both Statics (E) and Strength of Materials (RM) courses. In cooperation with a language teacher, a systematic implementation of reading practices was introduced, followed by writing summaries later in the RM course. This experience led to research on the influence of a first course of Reinforced Concrete (HA) on the students’ appropriation of the proper language of this area. This study led to the engineering professor’ current interest in the relations between specialized thinking and specialized language (LE). This process has had a substantial impact on the vision and teaching practices of the engineering professor and has opened new fields of interest in his academic activity.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114276185","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.06
Natalia Rosli, Paula Carlino
Although reading and writing activities entail an epistemic potential, not every reading and writing task carried out in class fosters the learning of disciplinary contents. In this study, we analyze classes observed in three areas of the Social Sciences from a high school of Buenos Aires City. We identified two categories of situations when students and teacher share the written answers to questionnaires, which take place after students reading: “To endorse answers and to move on to another issue” and “To return to answers in order to continue developing the theme”, preeminent the former and scarce the latter. These results contribute to the debate on the teaching interventions necessary for enabling that reading, writing and discussing about what has been read or written, could promote the learning of disciplines across the curriculum.
{"title":"Puestas en com�n de respuestas escritas a gu�as de lectura en materias del nivel secundario","authors":"Natalia Rosli, Paula Carlino","doi":"10.37514/int-b.2019.0421.2.06","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.06","url":null,"abstract":"Although reading and writing activities entail an epistemic potential, not every reading and writing task carried out in class fosters the learning of disciplinary contents. In this study, we analyze classes observed in three areas of the Social Sciences from a high school of Buenos Aires City. We identified two categories of situations when students and teacher share the written answers to questionnaires, which take place after students reading: “To endorse answers and to move on to another issue” and “To return to answers in order to continue developing the theme”, preeminent the former and scarce the latter. These results contribute to the debate on the teaching interventions necessary for enabling that reading, writing and discussing about what has been read or written, could promote the learning of disciplines across the curriculum.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128234400","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.13
C. Bazerman
The production of data, their proper analysis, and appropriate use as evidence are at the heart of academic writing; further, students’ enculturation into disciplinary-appropriate practices of evidence use is central to the development of disciplinary competence. Writing Studies research, however, has much still to learn about the process of inscription of data (that is, how data is produced and recorded so as to be available for analysis and calculation), the way the data then becomes evidence deployed in academic writing, and the form the evidence takes in the written products of different disciplines. This chapter examines the challenges faced by three university students majoring in political science as they work on their senior honors theses. Overall the student interviews suggest that the prior training and experience in the gathering and manipulation of data affected numerous parts of the thesis writing process. The prior experience has an effect on the final thesis, including the formation of the research question, the flexibility, and variety of data gathering methods conceived and deployed, the precision of implementation, the kind and nature of discovery made in the project, and the understanding of the complexity of phenomena investigated. Further, in this instance, the prior learning of methods and development of methodological sophistication was not primarily the result of an organized curriculum but was based on idiosyncratic individual experiences. The idiosyncrasy of experience in this * Distinguished Professor of Education, Gevirtz Graduate School of Education, University of California Santa Barbara. E-mail: bazerman@education.ucsb.edu 278 | Charles Bazerman study heightened the differences among the three students, thereby making more visible the relationship between previously learned methodological skills and writing practices, processes, and results.
{"title":"Inscribing the World into Knowledge: Data and Evidence in Disciplinary Academic Writing","authors":"C. Bazerman","doi":"10.37514/int-b.2019.0421.2.13","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.13","url":null,"abstract":"The production of data, their proper analysis, and appropriate use as evidence are at the heart of academic writing; further, students’ enculturation into disciplinary-appropriate practices of evidence use is central to the development of disciplinary competence. Writing Studies research, however, has much still to learn about the process of inscription of data (that is, how data is produced and recorded so as to be available for analysis and calculation), the way the data then becomes evidence deployed in academic writing, and the form the evidence takes in the written products of different disciplines. This chapter examines the challenges faced by three university students majoring in political science as they work on their senior honors theses. Overall the student interviews suggest that the prior training and experience in the gathering and manipulation of data affected numerous parts of the thesis writing process. The prior experience has an effect on the final thesis, including the formation of the research question, the flexibility, and variety of data gathering methods conceived and deployed, the precision of implementation, the kind and nature of discovery made in the project, and the understanding of the complexity of phenomena investigated. Further, in this instance, the prior learning of methods and development of methodological sophistication was not primarily the result of an organized curriculum but was based on idiosyncratic individual experiences. The idiosyncrasy of experience in this * Distinguished Professor of Education, Gevirtz Graduate School of Education, University of California Santa Barbara. E-mail: bazerman@education.ucsb.edu 278 | Charles Bazerman study heightened the differences among the three students, thereby making more visible the relationship between previously learned methodological skills and writing practices, processes, and results.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124388301","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.08
V. Zavala
{"title":"Sobre cl�sicas y nuevas divisiones: reflexiones desde la formaci�n de docentes ind�genas en educaci�n intercultural biling�e","authors":"V. Zavala","doi":"10.37514/int-b.2019.0421.2.08","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.08","url":null,"abstract":"","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131370442","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.02
M. Castedo
{"title":"Alfabetizaci�n inicial: teor�as, investigaciones y pr�cticas de ense�anza. Un campo de complejas interrelaciones","authors":"M. Castedo","doi":"10.37514/int-b.2019.0421.2.02","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.02","url":null,"abstract":"","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130460532","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.10
Ondine Gage
This study examines student perceptions while crafting an extended junior-year writing task in the discipline assignment. Bazerman (2009) posits that adapting to new genres is a kind of tool for cognitive development. He suggests that we “design our writing assignments precisely to put students in a position where they need to combine information and ideas in ways new to them, or which requires them to consider issues from an unfamiliar stance” (p. 279). Drawing on Sociocultural Theory and the ecological perspective of Leo van Lier (2008), I suggest that how instructors frame classroom interaction may provide affordances for perspective taking. As genres are socially situated (Swales, 2009), the classroom culture within which students adapt to a new genre is impacted by affordances for social interchanges. Shared social interchanges have the potential to mediate and disrupt classroom hierarchies such that perspective taking is valued within the classroom culture. Through the context of activity and interactivity around their own and others’ texts, a new languaculture (Agar, 1997; van Lier, 2008) emerges. The languaculture around text builds students’ abilities to look on their own texts through the perspective of others. The students internalize perceptual and conceptual frames communally developed in the languaculture, with the result of increasing their abilities to monitor and reflect on their writing, thereby developing as writers.
{"title":"A Classroom Languaculture Offers Perspectives for Learning a New Genre","authors":"Ondine Gage","doi":"10.37514/int-b.2019.0421.2.10","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.10","url":null,"abstract":"This study examines student perceptions while crafting an extended junior-year writing task in the discipline assignment. Bazerman (2009) posits that adapting to new genres is a kind of tool for cognitive development. He suggests that we “design our writing assignments precisely to put students in a position where they need to combine information and ideas in ways new to them, or which requires them to consider issues from an unfamiliar stance” (p. 279). Drawing on Sociocultural Theory and the ecological perspective of Leo van Lier (2008), I suggest that how instructors frame classroom interaction may provide affordances for perspective taking. As genres are socially situated (Swales, 2009), the classroom culture within which students adapt to a new genre is impacted by affordances for social interchanges. Shared social interchanges have the potential to mediate and disrupt classroom hierarchies such that perspective taking is valued within the classroom culture. Through the context of activity and interactivity around their own and others’ texts, a new languaculture (Agar, 1997; van Lier, 2008) emerges. The languaculture around text builds students’ abilities to look on their own texts through the perspective of others. The students internalize perceptual and conceptual frames communally developed in the languaculture, with the result of increasing their abilities to monitor and reflect on their writing, thereby developing as writers.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122647457","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.18
Elizabeth Narváez Cardona
This paper offers insights that inform writing curriculum design in Industrial Engineering by including learning expectations of linguistic and non-linguistic contents. Data analyzed were: a) Faculty members’ expectations regarding conducting and writing senior theses; and, b) Disciplinary learning expectations stated through syllabi with particular attention to writing. Findings suggest that students are expected to integrate linguistic and non-linguistic contents to convey professional performance in senior theses to make decisions, lead, and propose institutional changes in companies to improve processes and profits of organizations. The analysis of the syllabi overall reveals that linguistic and non-linguistic contents are part of different writing epistemologies (humanities writing, writing to learn, professional writing, and research writing). Ultimately, the analysis conducted by semesters and across classes reveals that there is not currently a developmental approach over time at least in the curriculum to support the development of diverse writing epistemologies.
{"title":"Writing Expectations in a Colombian Major in Industrial Engineering","authors":"Elizabeth Narváez Cardona","doi":"10.37514/int-b.2019.0421.2.18","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.18","url":null,"abstract":"This paper offers insights that inform writing curriculum design in Industrial Engineering by including learning expectations of linguistic and non-linguistic contents. Data analyzed were: a) Faculty members’ expectations regarding conducting and writing senior theses; and, b) Disciplinary learning expectations stated through syllabi with particular attention to writing. Findings suggest that students are expected to integrate linguistic and non-linguistic contents to convey professional performance in senior theses to make decisions, lead, and propose institutional changes in companies to improve processes and profits of organizations. The analysis of the syllabi overall reveals that linguistic and non-linguistic contents are part of different writing epistemologies (humanities writing, writing to learn, professional writing, and research writing). Ultimately, the analysis conducted by semesters and across classes reveals that there is not currently a developmental approach over time at least in the curriculum to support the development of diverse writing epistemologies.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133803449","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.14
María Cecilia Ainciburu
{"title":"El par�metro cantidad de palabras en funci�n del nivel en la certificaci�n del espa�ol acad�mico","authors":"María Cecilia Ainciburu","doi":"10.37514/int-b.2019.0421.2.14","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.14","url":null,"abstract":"","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127467103","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.19
Perry D. Klein
Both the psychological perspective and the social perspective on writing have been demonstrably successful theoretically, empirically, and pedagogically. The goal of this paper is to show that these two perspectives on writing as a learning activity are not only complementary, but each requires the other for full intelligibility. How can these two perspectives be connected in order to understand writing to learn? It is argued that writing is specifically a technology for amplifying the power of natural language to integrate cognitive representations and processes across individuals. Social and cognitive processes play a role in wtl on historical, ontogenetic, and microgenetic time scales. Theories that integrate these two perspectives, including genre as social action, Vygotskian sociocultural theory, and distributed cognition are applicable to writing as a learning process. Recent programs of research on writing to learn have frequently been conceptualized in cognitive terms; however, they also illustrate social processes, particularly the emergence of new subgenres. Composing in the New Literacies includes practices that are collaborative, digital, and multimodal. These practices can be unpacked into an interplay of cognitive and social processes, which contribute to learning during composition.
{"title":"Integrating Social and Psychological Perspectives on Writing as a Learning Activity","authors":"Perry D. Klein","doi":"10.37514/int-b.2019.0421.2.19","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.19","url":null,"abstract":"Both the psychological perspective and the social perspective on writing have been demonstrably successful theoretically, empirically, and pedagogically. The goal of this paper is to show that these two perspectives on writing as a learning activity are not only complementary, but each requires the other for full intelligibility. How can these two perspectives be connected in order to understand writing to learn? It is argued that writing is specifically a technology for amplifying the power of natural language to integrate cognitive representations and processes across individuals. Social and cognitive processes play a role in wtl on historical, ontogenetic, and microgenetic time scales. Theories that integrate these two perspectives, including genre as social action, Vygotskian sociocultural theory, and distributed cognition are applicable to writing as a learning process. Recent programs of research on writing to learn have frequently been conceptualized in cognitive terms; however, they also illustrate social processes, particularly the emergence of new subgenres. Composing in the New Literacies includes practices that are collaborative, digital, and multimodal. These practices can be unpacked into an interplay of cognitive and social processes, which contribute to learning during composition.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129176327","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}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.15
Diana Waigandt, C. Carrere, M. Perassi, Mar�a Magdalena A�ino
{"title":"Escribir para aprender en ingenier�a. Una lente que hace visible el pensamiento matem�tico","authors":"Diana Waigandt, C. Carrere, M. Perassi, Mar�a Magdalena A�ino","doi":"10.37514/int-b.2019.0421.2.15","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.15","url":null,"abstract":"","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122468739","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}
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