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Author: David Foster Publisher: Routledge ISBN: 113669398X Category : Social Science Languages : en Pages : 397
Book Description
Despite the increasingly global implications of conversations about writing and learning, U.S. composition studies has devoted little attention to cross-national perspectives on student writing and its roles in wider cultural contexts. Caught up in our own concerns about how U.S. students make the transition as writers from secondary school to postsecondary education, we often overlook the fact that students around the world are undergoing the same evolution. How do the students in China, England, France, Germany, Kenya, or South Africa--the educational systems represented in this collection--write their way into the communities of their chosen disciplines? How, for instance, do students whose mother tongue is not the language of instruction cope with the demands of academic and discipline-specific writing? And in what ways is U.S. students' development as academic writers similar to or different from that of students in other countries? With this collection, editors David Foster and David R. Russell broaden the discussion about the role of writing in various educational systems and cultures. Students' development as academic writers raises issues of student authorship and agency, as well as larger issues of educational access, institutional power relations, system goals, and students' roles in society. The contributors to this collection discuss selected writing purposes and forms characteristic of a specific national education system, describe students' agency as writers, and identify contextual factors--social, economic, linguistic, cultural--that shape institutional responses to writing development. In discussions that bookend these studies of different educational structures, the editors compare U.S. postsecondary writing practices and pedagogies with those in other national systems, and suggest new perspectives for cross-national study of learning/writing issues important to all educational systems. Given the worldwide increase in students entering higher education and the endless need for effective writing across disciplines and nations, the insights offered here and the call for further studies are especially welcome and timely.
Author: David Foster Publisher: Routledge ISBN: 113669398X Category : Social Science Languages : en Pages : 397
Book Description
Despite the increasingly global implications of conversations about writing and learning, U.S. composition studies has devoted little attention to cross-national perspectives on student writing and its roles in wider cultural contexts. Caught up in our own concerns about how U.S. students make the transition as writers from secondary school to postsecondary education, we often overlook the fact that students around the world are undergoing the same evolution. How do the students in China, England, France, Germany, Kenya, or South Africa--the educational systems represented in this collection--write their way into the communities of their chosen disciplines? How, for instance, do students whose mother tongue is not the language of instruction cope with the demands of academic and discipline-specific writing? And in what ways is U.S. students' development as academic writers similar to or different from that of students in other countries? With this collection, editors David Foster and David R. Russell broaden the discussion about the role of writing in various educational systems and cultures. Students' development as academic writers raises issues of student authorship and agency, as well as larger issues of educational access, institutional power relations, system goals, and students' roles in society. The contributors to this collection discuss selected writing purposes and forms characteristic of a specific national education system, describe students' agency as writers, and identify contextual factors--social, economic, linguistic, cultural--that shape institutional responses to writing development. In discussions that bookend these studies of different educational structures, the editors compare U.S. postsecondary writing practices and pedagogies with those in other national systems, and suggest new perspectives for cross-national study of learning/writing issues important to all educational systems. Given the worldwide increase in students entering higher education and the endless need for effective writing across disciplines and nations, the insights offered here and the call for further studies are especially welcome and timely.
Author: David Foster Publisher: SIU Press ISBN: 0809327082 Category : Language Arts & Disciplines Languages : en Pages : 223
Book Description
Writing with Authority offers a comparison of student writers in two university cultures--one German and one American--as the students learn to connect their writing to academic content. David Foster demonstrates the effectiveness of using cross-cultural comparisons to assess differences in literacy activities and suggests teaching approaches that will help American students better develop their roles as writers in knowledge-based communities.
Author: Jill Jeffery Publisher: Taylor & Francis ISBN: 1000396630 Category : Education Languages : en Pages : 252
Book Description
This book contributes to the innovation of writing education and research globally by providing crucial insights into how the structures and aims of literacy curricula vary internationally. It examines how nine education systems across five continents represent ‘good writing’ in curricula that shape students’ experiences learning to write in school. The book presents curricular analyses aimed at providing insight into how writing development can be better supported through innovative policy and research. The findings regarding international variation are presented under three broad dimensions: social and contextual factors that shape writing curricula; the discourses of writing reflected in curricula and official documents; and hallmarks of classroom practice, including the relationship with official discourse. Case study chapters present integrated inductive and deductive document analyses, findings of which are compared in a concluding, cross-case analysis chapter. Offering a detailed comparative analysis of writing research, International Perspectives on Writing Curricula and Development will be of great interest to academics, researchers and students in the fields of education, literacy and curriculum studies. It will also be relevant reading for policymakers and curriculum designers. Chapters 1, 7, 9, 10, and 11 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Author: Nigel A Caplan Publisher: University of Michigan Press ELT ISBN: 0472037323 Category : Language Arts & Disciplines Languages : en Pages : 257
Book Description
This volume was written to make the case for changes in second language writing practices away from the five-paragraph essay and toward purposeful, meaningful writing instruction. As the volume editors say, “If you have already rejected the five-paragraph essay, we offer validation and classroom-tested alternatives. If you are new to teaching L2 writing, we introduce critical issues you will need to consider as you plan your lessons and as you consider/review the textbooks and handbooks that continue to promote the teaching of the five-paragraph essay. If you need ammunition to present to colleagues and administrators, we present theory, research, and pedagogy that will benefit students from elementary to graduate school. If you are skeptical about our claims, we invite you to review the research presented here and consider what your students could do beyond writing a five-paragraph essay if you enacted these changes in practice.” Part 1 discusses what the five-paragraph essay is not: it is not a very old, established form of writing; it is not a genre; and it is not universal. Part 2 looks at writing practices to show the essay’s ineffectiveness in elementary schools, secondary schools, first-year writing classes, university writing courses, undergraduate discipline courses, and graduate school. Part 3 looks beyond the classroom at testing. At the end of each chapter, the authors--all well-known in the field of second language writing--suggest changes to teaching practices based on their theoretical approach and classroom experience. The book closes by reviewing some of the major questions raised in the book, by exploring which questions have been left unanswered, and by offering suggestions for teachers who want to move away from the five-paragraph essay. An assignment sequence for genre-aware writing instruction is included.
Author: Rosa Manchón Publisher: John Benjamins Publishing ISBN: 9027213038 Category : Foreign Language Study Languages : en Pages : 277
Book Description
Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field
Author: Jill V Jeffery Publisher: Routledge ISBN: 1000396592 Category : Education Languages : en Pages : 261
Book Description
This book contributes to the innovation of writing education and research globally by providing crucial insights into how the structures and aims of literacy curricula vary internationally. It examines how nine education systems across five continents represent ‘good writing’ in curricula that shape students’ experiences learning to write in school. The book presents curricular analyses aimed at providing insight into how writing development can be better supported through innovative policy and research. The findings regarding international variation are presented under three broad dimensions: social and contextual factors that shape writing curricula; the discourses of writing reflected in curricula and official documents; and hallmarks of classroom practice, including the relationship with official discourse. Case study chapters present integrated inductive and deductive document analyses, findings of which are compared in a concluding, cross-case analysis chapter. Offering a detailed comparative analysis of writing research, International Perspectives on Writing Curricula and Development will be of great interest to academics, researchers and students in the fields of education, literacy and curriculum studies. It will also be relevant reading for policymakers and curriculum designers. Chapters 1, 7, 9, 10, and 11 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Author: David Foster Publisher: SIU Press ISBN: 9780809327072 Category : Education Languages : en Pages : 232
Book Description
Writing with Authority: Students' Roles as Writers in Cross-National Perspective offers a comparison of student writers in two university cultures--one German and one American--as the students learn to connect their writing to academic content. David Foster demonstrates the effectiveness of using cross-cultural comparisons to assess differences in literacy activities and suggests teaching approaches that will help American students better develop their roles as writers in knowledge-based communities. He proposes that American universities make stronger efforts to nurture the autonomy of American undergraduates as learner-writers and to create apprenticeship experiences that more closely reflect the realities of working in the academic community. This comparative analysis identifies crucial differences in the ways German and American students learn to become academic writers, emphasizing two significant issues: the importance of self-directed, long-term planning and goal setting in developing knowledge-based projects and the impact of time structures on students' writing practices. Foster suggests that students learn to write as knowledge makers, using cumulative, recursive task development as reflexive writing practices. He argues for the full integration of extended, self-managed, knowledge-based writing tasks into the American undergraduate curriculum from the onset of college study. A cross-national perspective offers important insights into the conditions that influence novice writers, Foster says, including secondary preparations and transitions to postsecondary study. Foster proposes that students be challenged to write transformatively--to master new forms of authorship and authority based on self-directed planning, researching, and writing in specific academic communities. The text also addresses contested issues of power relations in students' roles as academic writers and their perception of personal authority and freedom as writers. A course model incorporates significant, self-directed writing projects to help students build sustainable roles as transformative writers, outlines "change goals" to help teachers develop curricular structures that support cumulative writing projects across the undergraduate curriculum, and shows how teachers can develop self-directed writing projects in a variety of program environments.
Author: Dan Wu Publisher: Springer Science & Business Media ISBN: 3642330959 Category : Education Languages : en Pages : 143
Book Description
Dr. Wu Dan’s Introducing Writing Across the Curriculum into China is an important and provocative research study that is broadly international in scope. Of particular significance for education in China, this book provides a historical analysis of writing instruction in China and an original application of activity theory used to analyze problems and possibilities for Writing Across the Curriculum (WAC) in higher education. Through an examination of important aspects of WAC as it has developed in the United States, Dr. Wu Dan brings together various perspectives in support of developing and sustaining WAC programs in China and by analogy throughout the world. Her work opens new avenues for research in writing and for the teaching of courses throughout the curriculum using a writing-in-the-disciplines approach. A major contribution to international WAC scholarship, Introducing Writing Across the Curriculum into China will be invaluable to English faculty and to all readers interested in educational innovations in China.
Author: David R. Russell Publisher: SIU Press ISBN: 9780809324675 Category : Education Languages : en Pages : 450
Book Description
"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.
Author: Mick Healey Publisher: ISBN: 9781951414054 Category : Languages : en Pages :
Book Description
Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.
Author: David Foster
Author: David Foster
Author: David Foster
Author: Jill Jeffery
Author: Nigel A Caplan
Author: Rosa Manchón
Author: Jill V Jeffery
Author: David Foster
Author: Dan Wu
Author: David R. Russell
Author: Mick Healey