{"title":"哥伦比亚工业工程专业的写作期望","authors":"Elizabeth Narváez Cardona","doi":"10.37514/int-b.2019.0421.2.18","DOIUrl":null,"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":0.0000,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Writing Expectations in a Colombian Major in Industrial Engineering\",\"authors\":\"Elizabeth Narváez Cardona\",\"doi\":\"10.37514/int-b.2019.0421.2.18\",\"DOIUrl\":null,\"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\":0.0000,\"publicationDate\":\"2019-11-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37514/int-b.2019.0421.2.18\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37514/int-b.2019.0421.2.18","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Writing Expectations in a Colombian Major in Industrial Engineering
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.