10,648 research outputs found
The Cooperation Movement: Writing and Mass Education, 1890-1930
The cooperation movement (c. 1900-1930) was the first in a series of twentieth century attempts to broaden responsibility for language instruction by involving faculty across the curriculum, the most recent of which is the current writing-across-the-curriculum movement. Cooperation in language instruction was another of the widespread urban educational reforms of the Progressive Era (c. 1900-1920). Cooperation was fundamentally a response to the new structural and curricular differentiation of modern secondary and higher education, which in turn reflected the specialization of knowledge and work in urban industrial society. Its theory shaped by organicist social thought, its practice by scientific management, the movement influenced writing instruction not only in comprehensive secondary schools and universities, but also in vocational, technical, and professional schools, in settlement houses, and in adult extension classes (particularly those for immigrants). Though the cooperation movement finally had little effect on writing instruction in the 1930s and beyond, it raised central issues of curricular organization and language pedagogy to which later reformers returned
Writing in the Academic Disciplines, 1870-1990: A Curricular History
“ To understand the ways students learn to write, we must go beyond the small and all too often marginalized component of the curriculum that treats writing explicitly and look at the broader, though largely tacit traditions students encounter in the whole curriculum,” explains David R. Russell, in the introduction to this singular study. The updated edition provides a comprehensive history of writing instruction outside general composition courses in American secondary and higher education, from the founding public secondary schools and research universities in the 1870s, through the spread of the writing-across-the-curriculum movement in the 1980s, through the WAC efforts in contemporary curriculums.https://lib.dr.iastate.edu/engl_books/1003/thumbnail.jp
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
Russian Activity Theory
Activity theory was developed out of L. S. Vygotsky\u27s cultural-historical theory by one of his two main collaborators, A. N. Leont\u27ev, beginning in the late 1930s. It has evolved into a major direction in Russian social psychology and now has adherents worldwide, influencing studies in education, language socialization, computer interface design, and expert work, among others. (It is not to be confused with the classroom Activity Approach of the Deweyan progressives in the United States.
Use of Activity Theory in Written Communication Research
Documents largely organize the activity of the modern world and - a forteriori - the postmodern world, with its reliance on hypertextual networks. Writing is arguably the most powerful mediational means for organizations and institutions, and writing-in-use in organizations has become an object of research in the past 25 years in North America, with applications in a number of fields, primarily organizational (business, technical, and scientific) communication and education (Bazerman & Russell, 2003). In these fields, analysis of writing-in-use is often crucial for planning interventions to improve students\u27 literacy, at all levels, or to improve organizations\u27 communication, through document design and document management, or what has come to be called information design and information management
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). 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