Der er ikke så meget tid til opgavevejledning længere, og samtidig efterspørger en gruppe studerende retningslinjer, feedback og gode råd som aldrig før. Erfaringer med at undervise og vejlede studerende i helt elementær retorik viser, at studerende bliver mere selvhjulpne skrivere, når de forstår 1) hvad det vil sige at være i en skriveproces 2) hvad kommunikationssituationen for en akademisk opgave er 3) at en akademisk opgave er en argumenterende tekst. Hensigten med artiklen er at give faglige vejledere et bud på, hvordan de, ved at tage retorikken med i vejledningen, kan få det lettere som vejledere. Artiklen indeholder tre studerendes tekster efterfulgt af konkrete eksempler på, hvordan man med elementær retorik kan vejlede hhv. Susanne som får skrevet alt for lidt, Karsten som skriver svært tilgængeligt og Anders som ikke kan finde den akademiske tone.There is not much time for supervising students’ writing, and at the same time some students ask for guidelines, feedback and good advice like never before. Experience with teaching and guiding students in elementary rhetoric shows that students become more independent writers when they understand 1) what it means to be in a writing process, 2) what the communication situation of an academic paper is 3) that an academic paper is an argumentative text. The objective of this article is to provide supervisors with an idea of how supervision can become easier with elementary rhetoric. The article includes three students’ texts followed by concrete example of how the elementary rhetoric can guide respectively Susanne who doesn’t get to write much, Karsten whose writing is difficult to access and Anders who needs to find the academic tone.
In a recently initiated research project, I explore children’s voluntary creative writing and its possible significance for their motivation, engagement, writer identity and capacity to work with other types of writing. In this article I share some preliminary insights from my current field work among these children who write “off the beaten track” in the sense that they spend their free time outside of school writing together and being taught by professional authors. I argue that we can learn a great deal about some basic characteristics of writing, craft, community, and enjoyment in writing from these children and their writing practices. I also share some of my own (human) writing experiences (with reference to Badley, 2019), and I present a thought of not post-, but pre-academic writing: writing that is built on learning the craft of writing, becoming a writer, and working with story and voice early on and throughout education.
Peer feedback er i dag en læringsaktivitet på de fleste danske universiteter og ikke uden grund. For både den, der giver, og den, der modtager, lærer noget af at arbejde med peer feedback. Men studerende skal undervises i at give og modtage brugbar peer feedback. Det viser forfatternes erfaring med at instruere og træne studerende i tekstfeedback. I denne artikel præsenteres tre indsatser til at få peer feedback til at fungere: 1) Skab faste og trygge rammer, 2) Undervis i principper for brugbar peer feedback, 3) Instruér forbilledligt i feedback ved hjælp af teksteksempel. Formålet er at give undervisere indsigt i, hvilken form for rammesætning og instruktion der er behov for, hvis peer feedback skal fungere som læringsaktivitet i forbindelse med akademisk skrivning.
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