Contradicciones acerca de cómo promover la escritura epistémica en las disciplinas: lo que hemos aprendido en EEUU

[EN] This article describes a tradition of Anglophone North American higher education (HE) researchconcerning the role of writing in learning and development. The research tradition is associated with aforty-year-old education reform movement called Writing Across the Curriculum (WAC) or Writing in theDisciplines (WID). The movement encourages teachers in different disciplines to become interested intheir students’ writingand to improve their writing and their disciplinary education (formation) throughwriting. The research on WAC/WID uses methods familiar in educational research (and to a lesser extentapplied linguistics) to understand the roles writing plays in disciplinary work and disciplinary formation,often in relation to writing in other institutions (business, government, etc.).The foregrounding ofwriting in WAC/WID has reveled six structural, institutional contradictions in US HE: 1) writing astransversal versus writing as specialized; 2) genre conceived as a container of content--aform/contentdualism--versus genre conceivedas social action; 3) writing as a means of assessing learning of contentversus writing as a tool of intellectual / professional / personal development; 4) writing for a socialmotive of schooling (epistemic) versus a social motive of work (pragmatic); 5)the masters or doctoralthesis as a last educational hurdle versus a first professional performance; 6) and (teaching) writing forsocial/disciplinary reproduction versus (teaching) writing for social/disciplinary change.[ES] En este artículo sedescribelatradicióndelainvestigaciónanglófona de América del Norte acerca delrolde la escritura enla enseñanza y elaprendizaje en la educaciónsuperior.Latradición de investigaciónestáasociadacon unmovimiento dereforma de laeducaciónde más decuarenta años,denominado“escrituraa través del currículo”(Writing Across the Curriculum;WAC) o “escritura en las disciplinas”(Writing in the Disciplines;WID).El movimientoanima a losprofesores de lasdiferentes disciplinasainteresarse pormejorarla escriturade sus estudiantesysu formación disciplinara través dela escritura.Lainvestigación desarrollada bajo los movimientos WAC y WIDutilizamétodospropios delainvestigación educativa(y,enmenor medida,dela lingüísticaaplicada)para comprenderlos roles quejuega laescritura enel trabajo y la formación disciplinar, a menudo enrelación conla escritura enotrasinstituciones (empresas, gobierno,etc.).Situaren primer planola escrituraen los movimientos WAC yWIDha reveladoseiscontradicciones estructuralese institucionalesenla educación superiorde losEEUU:1) la escrituracomoherramientatransversalfrente ala escritura especializada, 2)la concepcióndel génerocomo uncontenedordecontenido–dualismo forma/contenido-versussu concepcióncomoacción social, 3)la escrituracomo medio paraevaluar el aprendizajede contenidosfrente ala escrituracomo unaherramientade desarrollo intelectual,profesionalo personal, 4)la escritura para conseguir lametasocial de la escolarización(epistémica) versus escribir para contribuir a la metasocial del trabajo(pragmática)5)lastesisde máster o doctoradocomoel último obstáculoeducativoversussuconsideración como la primera actuaciónprofesional, 6)y la escritura(y suenseñanza)para lareproducción socialy/o disciplinarversusla escritura(y suenseñanza)para el cambio socialy/o disciplinar.Russell, DR. (2013). Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. REDU. Revista de Docencia Universitaria. 11(1):161-181. https://doi.org/10.4995/redu.2013.5596OJS16118111

The Kind-ness of Genre: An Activity Theory Analysis of High School Teachers\u27 Perception of Genre in Portfolio Assessment Across the Curriculum

At the 1998 Genre conference, Peter Medway asked, Is genre such a capacious concept that it is too fuzzy to do much analytical work? In this chapter I look at a group of high school teachers from different disciplines who must, as part of the work of assessing student portfolios of writing across the curriculum, discuss genre, work with it, to decide which student texts meet the statewide criteria for a good text. In a broader sense, they must work with genre to decide what genres they will assign and teaching their (discipline specific) classes to help students meet the requirements of a statewide portfolio assessment and of their classes/disciplines and of rhetorical actions in the real world , which the assessment is designed to improve ultimately

Contradicciones acerca de cómo promover la escritura epistémica en las disciplinas: lo que hemos aprendido en EEUU

[EN] This article describes a tradition of Anglophone North American higher education (HE) researchconcerning the role of writing in learning and development. The research tradition is associated with aforty-year-old education reform movement called Writing Across the Curriculum (WAC) or Writing in theDisciplines (WID). The movement encourages teachers in different disciplines to become interested intheir students’ writingand to improve their writing and their disciplinary education (formation) throughwriting. The research on WAC/WID uses methods familiar in educational research (and to a lesser extentapplied linguistics) to understand the roles writing plays in disciplinary work and disciplinary formation,often in relation to writing in other institutions (business, government, etc.).The foregrounding ofwriting in WAC/WID has reveled six structural, institutional contradictions in US HE: 1) writing astransversal versus writing as specialized; 2) genre conceived as a container of content--aform/contentdualism--versus genre conceivedas social action; 3) writing as a means of assessing learning of contentversus writing as a tool of intellectual / professional / personal development; 4) writing for a socialmotive of schooling (epistemic) versus a social motive of work (pragmatic); 5)the masters or doctoralthesis as a last educational hurdle versus a first professional performance; 6) and (teaching) writing forsocial/disciplinary reproduction versus (teaching) writing for social/disciplinary change.[ES] En este artículo sedescribelatradicióndelainvestigaciónanglófona de América del Norte acerca delrolde la escritura enla enseñanza y elaprendizaje en la educaciónsuperior.Latradición de investigaciónestáasociadacon unmovimiento dereforma de laeducaciónde más decuarenta años,denominado“escrituraa través del currículo”(Writing Across the Curriculum;WAC) o “escritura en las disciplinas”(Writing in the Disciplines;WID).El movimientoanima a losprofesores de lasdiferentes disciplinasainteresarse pormejorarla escriturade sus estudiantesysu formación disciplinara través dela escritura.Lainvestigación desarrollada bajo los movimientos WAC y WIDutilizamétodospropios delainvestigación educativa(y,enmenor medida,dela lingüísticaaplicada)para comprenderlos roles quejuega laescritura enel trabajo y la formación disciplinar, a menudo enrelación conla escritura enotrasinstituciones (empresas, gobierno,etc.).Situaren primer planola escrituraen los movimientos WAC yWIDha reveladoseiscontradicciones estructuralese institucionalesenla educación superiorde losEEUU:1) la escrituracomoherramientatransversalfrente ala escritura especializada, 2)la concepcióndel génerocomo uncontenedordecontenido–dualismo forma/contenido-versussu concepcióncomoacción social, 3)la escrituracomo medio paraevaluar el aprendizajede contenidosfrente ala escrituracomo unaherramientade desarrollo intelectual,profesionalo personal, 4)la escritura para conseguir lametasocial de la escolarización(epistémica) versus escribir para contribuir a la metasocial del trabajo(pragmática)5)lastesisde máster o doctoradocomoel último obstáculoeducativoversussuconsideración como la primera actuaciónprofesional, 6)y la escritura(y suenseñanza)para lareproducción socialy/o disciplinarversusla escritura(y suenseñanza)para el cambio socialy/o disciplinar.Russell, DR. (2013). Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. REDU. Revista de Docencia Universitaria. 11(1):161-181. https://doi.org/10.4995/redu.2013.5596161181111Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press.Bazerman, C., Simon, K., Ewing, P. and Pieng, P. (under review). Domain-Specific Cognitive Development through Writing Tasks in a Teacher Education ProgramBazerman, C. (1988). Shaping Written Knowledge. Madison: University of Wisconsin Press.Bazerman, C. (1992). From cultural criticism to disciplinary participation: Living with powerful words. Writing, teaching, and learning in the disciplines, 61-68.Bazerman, C. (1994). Systems of genres and the enactment of social intentions. Genre and the new rhetoric, 79-101.Bazerman, C. (2009). Genre and cognitive development: Beyond writing to learn. Pratiques 143/144, 127-138.Bazerman, C. (2009). Genre and Cognitive Development: Beyond Writing to Learn. In Genre in a Changing World, Perspectives on writing (pp. 279-294). Fort Collins, Colo.: WAC Clearinghouse; West Lafayette, Ind: Parlor Press. Retrieved from a http://wac.colostate.edu/books/genre/Bazerman, C. & Russell, D. (2003). Writing Selves/Writing Societies: Research from Activity Perspectives, Perspectives on Writing. Fort Collins, CO: WAC Clearinghouse. http://wac.colostate.edu/books/selves_societiesBazerman, C., & Prior, P. A. (2004). What writing does and how it does it: An introduction to analyzing texts and textual practices. Lawrence Erlbaum Associates.Bazerman, C., Joseph, L., Bethel, L., Chavkin, T., Fouquette, D., & Garufis, J. (2005). Reference Guide to Writing across the Curriculum. West Lafayette, IN: Parlor Press and The WAC Clearinghouse http://wac.colostate.edu/books/bazerman_wac/.Beaufort, A. (1999). Writing in the real world: Making the transition from school to work. Teachers College Pr.Beaufort, A. (2006). Writing in the professions. Research on composition: Multiple perspectives on two decades of change, 217-242.Berger, P. L., & Luckmann, T. (2011). The social construction of reality: A treatise in the sociology of knowledge. Open Road.Berkenkotter, C., Huckin, T. N., & Ackerman, J. (1988). Conventions, conversations, and the writer: Case study of a student in a rhetoric Ph. D. program. Research in the Teaching of English, 9-44.Blakeslee, A. M. (1997). Activity, context, interaction, and authority: Learning to write scientific papers in situ. Journal of Business and Technical Communication, 11, 125-169.Bowers, M. Y., & Metcalf, M. A. (2008). What employers want and what students need: Integrating business communication into undergraduate and graduate business courses. Proceedings of the 2008 Association for Business Communication Annual Convention (pp. 1-13).Britton, J. N. (1975). The Development of Writing Abilities (11-18). London: Macmillan Education.Carter, M. (2007). Ways of knowing, doing, and writing in the disciplines. College Composition and Communication, 58(3), 385.Carter, M., Ferzli, M., & Wiebe, E. (2004). Teaching genre to English first-language adults: A study of the laboratory report. Research in the Teaching of English, 395-419.Carter, M., Ferzli, M., & Wiebe, E. N. (2007). Writing to Learn by Learning to Write in the Disciplines. Journal of Business and Technical Communication, 21(3), 278.Carter, M., Vouk, M., Gannod, G. C., Burge, J. E., Anderson, P. V., & Hoffman, M. E. (2011). Communication genres: Integrating communication into the software engineering curriculum. Software Engineering Education and Training (CSEE&T), 2011 24th IEEE-CS Conference on (pp. 21-30).Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Lawrence Erlbaum.Christie, F., & Martin, J. R. (2005). Genre and institutions: Social processes in the workplace and school. Continuum Intl Pub Group.Clark, B. R. (1989). The Academic Life. Educational Researcher, 18(5), 4.Coe, R. M., & Freedman, A. (1998). Genre theory: Australian and North American approaches. Theorizing composition: A critical sourcebook of theory and scholarship in contemporary composition studies, 136-147.De Vise, D. (2011, September 13). U.S. falls in global ranking of young adults who finish college. Washington Post. Washington, D.C.Dias, P., Freedman, A., Medway, P., & Paré, A. (1999). Worlds Apart: Acting and Writing in Academic and Workplace Contexts. Mahwah, NJ: Lawrence Erlbaum Associates.Donahue, T. (2009). Genre and disciplinary work in French didactics research. In Genre in a Changing World (pp. 424-441). Fort Collins, Colo.: WAC Clearinghouse / Parlor Press. Retrieved from http://wac.colostate.edu/books/genre/Fisher, D. (2007). CMS-based simulations in the writing classroom: Evoking genre through game play. Computers and Composition, 24(2), 179-197.Fisher, D. D. (2006). Remediating the professional classroom: The new rhetoric of teaching and learning. Iowa State University.Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: simulating genres and simulations as genre. Written Communication, 11, 193-226.Goswami, D., & Odell, L. (1985). Writing in Nonacademic Settings. Guilford Press.Graves, R., Hyland, T., & Samuels, B. M. (2010). Undergraduate Writing Assignments: An Analysis of Syllabi at One Canadian College. Written Communication, 27(3), 293.Hand, B. M. (2007). Science inquiry, argument and language: A case for the Science Writing Heuristic. Sense Pubns.Horner, B. (2000) Terms of Work for Composition: A Materialist Critique, Albany: State University of New York Press.Hymes, D. H. (1974). Foundations in sociolinguistics; an ethnographic approach. Philadelphia,: University of Pennsylvania Press.Klein, P. D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11, 203-270.Kristeva, J. (1980). Desire in language: A semiotic approach to literature and art. Columbia University Press.LeCourt, D. (1996) "WAC as Critical Pedagogy: A Third Stage?" JAC, 16: 389-405.Leont'ev, A. N. (1981). The problem of activity in psychgology. In J. V. Wertsch (Ed.), The concept of activity in soviet psychology (pp. 40-71). Armonk, NY: M.E. Sharpe.Leydens, J. A. & Schneider, J. (2009). Innovations in composition programs that educate engineers: Drivers, opportunities, and challenges. Journal of Engineering Education 98(3), 255-271.Lundell, D. B., & Beach, R. (2003). Dissertation Writers' Negotiations with Competing Activity Systems. Writing Selves, Writing Societies: Research from Activity Perspectives. Eds. Charles Bazerman and David R. Russell. Fort Collins, CO: WAC Clearinghouse.Mahala, D. (1991) "Writing Utopias: Writing Across the Curriculum and the Promise of Reform," College English, 53, 773-89.Malinowitz, H. (1998) "A Feminist Critique of Writing in the Disciplines,"in S. Jarratt and L. Worsham (eds) Feminism and Composition Studies: In Other Words (pp. 291-312), New York: Modern Language Association of America.McCarthy, L. P. (1987). A stranger in strange lands: A college student writing across the curriculum. Research in the Teaching of English, 233-265.McLeod, S., & Maimon, E. (2000). Clearing the air: WAC myths and realities. College English, 573-583.Miller, C. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-167.Miller, C. R. (1994). Rhetorical community: The cultural basis of genre. Genre and the new rhetoric, 67-78.NSSE (National Survey of Student Engagement). (2008). Promoting Engagement for All Students: The Imperative to Look Within. Bloomington, IN: National Survey of Student Engagement. http://nsse.iub.edu/NSSE_2008_ResultsParé, A., D. Starke-Meyerrin, & McAlpine, L. (2009). The Dissertation as Multi-Genre: Many Readers, Many Readings. Genre in a Changing World, Perspectives on Writing (pp. 179-195). West Lafayette, IN: Parlor Press and The WACPrior, P. A. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Mawah, N.J.: Lawrence Erlbaum.Russell, D. (1997). Rethinking genre in school and society. Written Communication, 14(4), 504-554.Russell, D. (2001). Where Do the Naturalistic Studies of WAC/WID Point? A Research Review. In WAC for the New Millennium: Strategies for Continuing WritingAcross-the-Curriculum Programs. Urbana, IL: NCTE.Russell, D. R. (2002). Writing in the academic disciplines. Carbondale: Southern Illinois University Press.Russell, D. R. (2007). Rethinking the articulation between business and technical communication and writing in the disciplines: Useful avenues for teaching and research. Journal of Business and Technical Communication, 21(3), 248.Russell, D. R. (2009). Texts in contexts: Theorizing learning by looking at genre and activity. Rethinking Contexts for Learning and Teaching: Communities, Activites and Networks (pp. 17-30). Taylor & Francis US.Russell, D. R. (2010). Writing in multiple contexts: Vygotskian CHAT meets the phenomenology of genre. Traditions of writing research, 353-364.Russell, D.R., & Fisher, D. (2009). Online, multimedia case studies for professional education: Revisioning concepts of genre recognition. In J. Giltrow & D. Stein (Eds.), Genres in the Internet: Issues in the theory of genre, Pragmatics & Beyond New Series (pp. 163-191). Amsterdam Company.Russell, D.R., & Yañez, A. (2003). "Big Picture People Rarely Become Historians": Genre Systems and the Contradictions of General Education,. Writing Selves/Writing Societies: Research from Activity Perspectives. Fort Collins, CO: The WAC Clearinghouse. Retrieved from http://wac.colostate.edu/books/selves_societies/Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass San Francisco. Retrieved from http://www.thecommonwealthpractice.com/reflectivepractitionerreview.pdfSchön, D. A. (1999). The reflective practitioner (Vol. 1). Basic books. Retrieved from http://sopper.dk/speciale/arkiv/book49.pdfSchryer, C. F. (1994). The lab vs. the clinic: Sites of competing genres. In A. Freedman & P. Medway (Eds), Genre and the new rhetoric. (105-124).Schutz, A. (1989). The Structures of the Life-World: Alfred Schutz and Thomas Luckmann. Trans, by Richard Zaner and Tristham Englehardt. Evanston: Northwestern University Press.Scott, M. & Lillis, T. (2008) 'Defining academic literacies research: Issues of epistemology, ideology and strategy'. Journal of Applied Linguistics, 4, pp. 5-32.Seitz, D. (2004). Who can afford critical consciousness?: practicing a pedagogy of humility. Hampton Pr.Slevin, J. (2001) Introducing English: Essays in the Intellectual Work of Composition. Pittsburgh: University of Pittsburgh Press.Smart, G. (2000). Reinventing expertise: Experienced writers in the workplace encounter a new genre. Transitions: Writing in academic and workplace settings, 223-252.Spinuzzi, C. (2003). Tracing Genres through Organizations: A Sociocultural Approach to Information Design. Cambridge, MA: The MIT Press.Thaiss, C., & Porter, T. (2010). The state of WAC/WID in 2010: Methods and results of the US survey of the international WAC/WID mapping project. College Composition and Communication, 61(3), 534-570.Thaiss, C., & Zawacki, T. M. (2006). Engaged writers dynamic disciplines. Engaged writers dynamic disciplines. New York: HeinemanUniversity of Minnesota - WEC Home Page. (2013). Retrieved February 15, 2013, from http://wec.umn.edu/index.htmlVygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard UP.Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.Walvoord, B. E. F., & National Council of Teachers of English. (1997). In the long run study of faculty in three writing-across-the-curriculum programs. Urbana, Ill.: National Council of Teachers of English.Walvoord, B. E., & McCarthy, L. P. (1990). Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines (p. 281). Urbana, Illinois: NCTE.Wardle, E. (2007). Understanding Transfer from FYC: Preliminary Results of a Longitudinal Study. WPA: Writing Program Administration, 31(1-2), 65-85.Wertsch, J. V., & Wertsch, J. V. (1991). Voices of the mind: Sociocultural approach to mediated action. Harvard University Press

Transformation Optics with Photonic Band Gap Media

We introduce a class of optical media based on adiabatically modulated, dielectric-only, and potentially extremely low-loss, photonic crystals. The media we describe represent a generalization of the eikonal limit of transformation optics (TO). The foundation of the concept is the possibility to fit frequency isosurfaces in the k-space of photonic crystals with elliptic surfaces, allowing them to mimic the dispersion relation of light in anisotropic effective media. Photonic crystal cloaks and other TO devices operating at visible wavelengths can be constructed from optically transparent substances like glasses, whose attenuation coefficient can be as small as 10 dB/km, suggesting the TO design methodology can be applied to the development of optical devices not limited by the losses inherent to metal-based, passive metamaterials.Comment: 4 pages, 4 figure

Preliminary results from the advanced photovoltaic experiment flight test

The Advanced Photovoltaic Experiment is a space flight test designed to provide reference cell standards for photovoltaic measurement as well as to investigate the solar spectrum and the effect of the space environment on solar cells. After a flight of 69 months in low earth orbit as part of the Long Duration Exposure Facility set of experiments, it was retrieved in January, 1990. The electronic data acquisition system functioned as designed, measuring and recording cell performance data over the first 358 days of flight; limited by battery lifetime. Significant physical changes are also readily apparent, including erosion of front surface paint, micrometeoroid and debris catering and contamination

Glacial cycles promote greater dispersal, which can help explain larger clutch sizes, in north temperate birds

Earth’s glacial history and patterns in the life history traits of the planet’s avifauna suggest the following interpretations of how recent geological history has affected these key characteristics of the biota: 1) Increased colonizing ability has been an important advantage of increased dispersal, and life history strategies are better categorized by dispersive colonizing ability than by their intrinsic growth rates; 2) Birds of the North Temperate Zone show a greater tendency to disperse, and they disperse farther, than tropical or south temperate birds; 3) Habitat changes associated with glacial advance and retreat selected for high dispersal ability, particularly in the North; and 4) Selection for greater dispersal throughout the unstable Pleistocene has also resulted in other well-recognized life history contrasts, especially larger clutch sizes in birds of North Temperate areas

Are Recent Peculiar Velocity Surveys Consistent?

We compare the bulk flow of the SMAC sample to the predictions of popular cosmological models and to other recent large-scale peculiar velocity surveys. Both analyses account for aliasing of small-scale power due to the sparse and non-uniform sampling of the surveys. We conclude that the SMAC bulk flow is in marginal conflict with flat COBE-normalized Lambda-CDM models which fit the cluster abundance constraint. However, power spectra which are steeper shortward of the peak are consistent with all of the above constraints. When recent large-scale peculiar velocity surveys are compared, we conclude that all measured bulk flows (with the possible exception of that of Lauer & Postman) are consistent with each other given the errors, provided the latter allow for `cosmic covariance'. A rough estimate of the mean bulk flow of all surveys (except Lauer & Postman) is ~400 km/s towards l=270, b=0.Comment: 8 pages, 3 figures. To appear in Proceedings of the Cosmic Flows Workshop, Victoria, B. C., Canada, July 1999, eds. S. Courteau, M. Strauss, and J. Willic