Chapter 9: Writing Cultures and Genres in European Higher Education

Chitez, Mădălina; Kruse, Otto

doi:10.1163/9781780523873_010

Cited by 10 publications

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“…A pesar de que los estudios centrados en caracterizar cómo se comprenden los géneros resultan cada vez más frecuentes (Casanave & Hubbard, 1992;Chitez & Kruse, 2012;Ganobcsik-Williams, 2004), son poco frecuentes en el contexto de habla hispana (Carlino, Iglesia, & Laxalt, 2013;Pérez-Abril & Rodríguez, 2013) y prácticamente inexistentes en el estado español. Con el objetivo de cubrir este vacío, hemos diseñado este estudio, que forma parte de la investigación más amplia que se recoge en este monográfico, en el que nos interesamos por las representaciones de estudiantes y profesores acerca de los géneros propios de las disciplinas con los siguientes objetivos:…”

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“…Even though the studies focusing on describing how the genres are understood are increasingly common (Casanave & Hubbard, 1992; Chitez & Kruse, 2012; Ganobcsik-Williams, 2004), few have been conducted in Spanish-speaking contexts (Carlino, Iglesia, & Laxalt, 2013; Pérez-Abril & Rodríguez, 2013), and they are virtually non-existent in Spain. With the goal of filling this void, we have designed this study, which is part of the broader research reported on in this special issue.…”

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Writing at university: are we on the same page? / Escribir en la universidad: ¿nos entendemos?

Corcelles

Oliva

Castelló

et al. 2015

Cultura y Educación

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This study seeks to analyse the characteristics and functions that students and faculty attribute to written genres in Spanish universities, to what extent these representations are shared by both groups, and how they contribute to the construction of disciplinary knowledge in Spanish higher education. Accordingly, we classified students’ and teachers’ responses into 12 genre families grouped into five functions: Disciplinary Knowledge (DK), Critical Analysis (AC), Personal Reflection (PR), Research (R) and Professional Practice (PP). In terms of functions, demonstration of disciplinary knowledge appeared as the most frequently mentioned goal for both groups, whereas the genres targeted at research were the least frequent ones, along with the genres used for personal reflection. The most common genre family for both groups was Explanation, which was linked to demonstration of knowledge acquired in the discipline.

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confidence: 99%

Writing at university: are we on the same page? / Escribir en la universidad: ¿nos entendemos?

Corcelles

Oliva

Castelló

et al. 2015

Cultura y Educación

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“…Elementary and secondary school curricula heavily emphasize revision in many European countries based on this kind of research. More recently, these analyses have included tertiary education (see, for example, Castello and Inesta 2012;Lea 2013 ;Chitez and Kruse 2012;Carlino 2012 ;Dysthe 2012 ).…”

Section: Didactic Process Modelmentioning

confidence: 99%

4 Models of writing and text production

Donahue¹,

Lillis²,

Jakobs³

et al. 2014

Handbook of Writing and Text Production

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Four models have powerfully shaped -and continue to influence -writing research methodologies and therefore specific conceptualizations of writing as an object of inquiry: a text-oriented model, a didactic "process" model, a (socio)cognitive model, and a social practices model. These models build from research and analysis about writing -writing and written text production -carried out at different times or in different contexts in writing research. All existing models are in some ways limited, notably in the way in which they tend to: (1) work (explicitly or implicitly) with notions of "standard" varieties and monolingual frameworks, and (2) overwhelmingly emphasize the "verbal" dimension of writing to the exclusion of other modal aspects. Some current research seeks to work across models and to engage with these limitations. Four influential models of writingThe chapter aims to highlight influential models of writing and written text production in contemporary writing research and their potentials and shortcomings with respect to future transdisciplinary research in a global context. By "models" of writing and written text production we are referring in a broad sense to the different ways in which the activity of writing and activities around writing are construed. The chapter is organized around four models which have powerfully shaped -and continue to influence -writing research methodologies and therefore specific conceptualizations of writing as an object of inquiry: a text-oriented model, a didactic "process" model, a (socio)cognitive model, and a social practices model. We begin by outlining what we mean by "model" followed by an overview of each of these four highly influential models of writing, illustrating some of their most emblematic instantiations. These models build from research and analysis about writing -studies of writing and text. We recognize that the development and take-up of particular models (or elements of these) varies at different times historically and geographically, and we point to some examples of writing research explicitly seeking to work across the models. We conclude by considering some of the limitations across all existing models, notably the way in which they tend to: (1) work (explicitly or implicitly) with notions of "standard" varieties and monolingual frameworks, and (2) overwhelmingly emphasize the "verbal" dimension of writing to the exclusion of other modal aspects. We point to future directions by considering some ways in which current work is seeking to engage with these limitations.Brought to you by | provisional account Unauthenticated Download Date | 6/14/15 6:40 AM

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“…On the one hand, students apparently do not consider these competencies crucial to baccalaureate thesis completion. On the other, they assume that the approach to academic writing will depend on the assigned teacher, who will make specific corrections (Chitez & Kruse, ; Lea & Stierer, ). As shown, the role of the teacher is crucial to the satisfaction of the student in the baccalaureate thesis process.…”

Section: Discussionmentioning

confidence: 99%

Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study

Aguayo‐González

Leyva‐Moral

Rafael

et al. 2020

Nursing & Health Sciences

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This study explores the perceptions of newly graduated nurses regarding the baccalaureate thesis (BT) writing process. A qualitative approach with content analysis was adopted. Thirteen newly graduated nurses participated in the study. The inclusion criterion was having completed the BT during their university education as nurses within 3 years of the study. Information was obtained through semistructured interviews. Data collection began in June 2018 and ended in March 2019, once saturation of information was reached. Three major categories were identified: the beginning of the process, the advantages of Baccalaureate thesis writing, and the teacher's role. The participants expressed that their training focused on a synthetic and particular type of writing that is necessary for clinical scenarios but not suitable for scientific academic texts. Additionally, reflective diaries were described as a powerful writing practice during their studies. Participants conceive the realization of the baccalaureate thesis as a difficult process, especially as regards selecting, synthesizing, and writing about the available information, processes that they indicated generate anxiety. Academic writing skills should be specifically included in the nursing curriculum.

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Chapter 9: Writing Cultures and Genres in European Higher Education

Cited by 10 publications

References 0 publications

Writing at university: are we on the same page? / Escribir en la universidad: ¿nos entendemos?

Writing at university: are we on the same page? / Escribir en la universidad: ¿nos entendemos?

4 Models of writing and text production

Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study

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