Academic literacy and genres in university learning communities

Abstract

Abstracthe study of genre through diferent perspectives has contributed to a better understanding of how writing performs a major role in the enculturation process students must undergo when entering the university context. Considering that written genres instantiate the speciic practices of disciplines, their diferent ways of doing and knowing (Carter, 2007), this study aims, by means of a qualitative approach, at exploring the way literacy in academic writing is addressed, according to the discourse of teachers and students of ive diferent disciplinary communities at a Chilean university, based on the approach to their particular genres. he results reveal that, in the communities addressed, literacy in academic writing is conceived under two distinctive orientations: a formative and a prescriptive one, each of them associated to genres displaying expert and instructional characteristics, respectively.

Diseño, Implementación y Evaluación del Programa Transversal de Alfabetización Académica Lector-es

“…A nivel de Latinoamérica, Argentina fue uno de los países iniciadores en investigaciones sobre prácticas de la lectura y la escritura en la educación universitaria, estas en su mayoría fueron estudios diagnósticos, que tendían a identificar las dificultades que presentaban los estudiantes en la lectura y escritura, lo que conllevó a la creación de talleres y cursos de lenguaje para estudiantes de primer semestre, pero desligados de las asignaturas e insuficientes, dado que al ingresar los estudiantes se enfrentaban a nuevas formas discursivas, en las cuales se les pedía leer y escribir de una forma diferente y con diferente bibliografía (Carlino, 2013). Por tanto, Carlino (2018); Cartolari et al, (2013) ;Marinkovich, et al, (2016) y Waigandt, et al, (2016) realizan estudios sobre la enseñanza de la lectura y escritura como prácticas propias de sus disciplinas en la formación universitaria. De esta manera, se han ido creando programas de alfabetización académica a lo largo del plan de estudios en las carreras universitarias como política institucional (Moyano, 2018;Moyano y Giudice, 2016).…”

Academic writing in higher education: focusing on courses of graduate programs of a public Brazilian university

“…Students writing and the concern for improving academic writing have been the objects of a growing body of research MARINKOVICH et al, 2016;RUSSEL, 1991). More specifically, it is acknowledged that a stronger systematic scholarly interest in reading and writing at Higher Educational level started at the beginning of the 2000s (TAPIA-LADINO et al, 2016).…”

“…More specifically, it is acknowledged that a stronger systematic scholarly interest in reading and writing at Higher Educational level started at the beginning of the 2000s (TAPIA-LADINO et al, 2016). Such interest is originated from the recognition that when entering the university context, students are required to possess a different kind of knowledge -the specialized one -which was not covered by initial literacy acquired during elementary and secondary school (MARINKOVICH et al, 2016;FERREIRA;LOUSADA, 2016;VIEIRA, 2016). Consequently, students need to learn new writing strategies to successfully participate in this higher education context.…”

“…Marcuschi (2002) points out that the appropriation of a genre does not involve only the knowledge about a linguistic form, but also the knowledge about how to act linguistically and achieve specific objectives in a given social situation. This perspective also includes the academic context, since it situates students in the social, cultural and epistemic context, that is, a new rhetorical situation -in this case, that of academic disciplines in undergraduate or graduate programsthat requires the learning of a new discourse in order to act and respond to this social situation (MARINKOVICH et al, 2016).…”

“…Bearing in mind this need for appropriation of a new genre in the academic context, many authors refer to a research area named academic literacy (CARLINO, 2005;MARINKOVICH ET AL., 2016;FERREIRA;LOUSADA, 2016), also called writing studies in Higher Education by other authors (BAZERMAN et al, 2016;NAVARRO et al, 2016). Nourished by multiple theoretical-methodological traditions -discourse studies, applied linguistics, psychology, education sciences, and specific didactics -, this approach seeks to better understand the development and impact of studies on reading and writing in higher education (NAVARRO et al, in press).…”