I skrivandets spår : elever skriver i SO

Lindh, Christina

doi:10.24834/isbn.9789171049964

Cited by 2 publications

(7 citation statements)

References 37 publications

(52 reference statements)

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“…The strategic aspect of completing educational goals and thus achieving qualification is always present in formal education. However, studies exploring writing practices in educational settings have shown that it may be fruitful to distinguish between literacy practices oriented to completing goals and literacy practices that put a greater emphasis on the processes of seeking understanding and developing new knowledge (e.g., Berge, 1988;Lindh, 2019;Walldén and Lindh, 2021). We use Habermas' communicative action concept to see how students and supervisors describe the feedback provision, which is supposed to be a medium to allow a meaning-making process through negotiation.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

Nangimah

Walldén²

2023

Front. Educ.

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IntroductionThesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision.MethodWe conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy.FindingsFirstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode.DiscussionSince only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses.

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Section: Conceptual Frameworkmentioning

confidence: 99%

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

Nangimah

Walldén²

2023

Front. Educ.

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“…In the Swedish project, students encounter with different texts in school (Liberg et al, 2002) focused on the school subjects Swedish, Social Sciences, and Science in grades 5 and 8. Swedish studies on disciplinary writing have been conducted in Science (af Geijerstam, 2006;Bergh Nestlog, 2017;Hipkiss, 2014;Randahl, 2014), Social Sciences (Lindh, 2019;Staf, 2019;Walldén, 2019), Home and Consumer Studies (Hipkiss, 2014), and Physical Education and Health (Norberg, 2021). In Norway "the writing wheel" includes expectation for writing competence in different grades and subjects (Berge et al, 2016), further developed in the NORM project (Matre et al, 2021).…”

Section: Disciplinary Writing: Writing To Learn and Learning To Writementioning

confidence: 99%

“…Like studies conducted outside the Nordic context, however, researchers have found that writing across the curriculum focuses more on short writing exercises than extended writing (Applebee & Langer, 2013), and writing often includes answering questions (cf. Tanner, 2014), retelling facts in short texts, reproducing short texts (Christensen et al, 2014;Lindh, 2019), answering multiple-choice questions, filling in blanks, providing short answers to questions, and taking or copying notes (af Geijerstam, 2006;Applebee & Langer, 2013), all aiming for a test (cf. Christensen et al, 2014;Lindh, 2019).…”

Section: Disciplinary Writing: Writing To Learn and Learning To Writementioning

confidence: 99%

“…Tanner, 2014), retelling facts in short texts, reproducing short texts (Christensen et al, 2014;Lindh, 2019), answering multiple-choice questions, filling in blanks, providing short answers to questions, and taking or copying notes (af Geijerstam, 2006;Applebee & Langer, 2013), all aiming for a test (cf. Christensen et al, 2014;Lindh, 2019). The teaching of writing in theoretical subjects is rare, and teachers have limited tools for teaching the writing of subject-specific texts (Applebee & Langer, 2013;Lindh, 2019;Staf, 2019).…”

Section: Disciplinary Writing: Writing To Learn and Learning To Writementioning

confidence: 99%

“…Christensen et al, 2014;Lindh, 2019). The teaching of writing in theoretical subjects is rare, and teachers have limited tools for teaching the writing of subject-specific texts (Applebee & Langer, 2013;Lindh, 2019;Staf, 2019). As a result, pupils neither develop their potential to learn through writing nor acquire a metalanguage to talk about their writing (af Geijerstam, 2006).…”

Section: Disciplinary Writing: Writing To Learn and Learning To Writementioning

confidence: 99%

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The Teaching of Writing Across the Curriculum in School Years 4-6 in Sweden

Sturk

2023

Written Communication

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This study explored disciplinary writing in grades 4-6 and the potential of writing to learn and learning to write across the curriculum to prepare the pupils for their future writing. Using Ivanič’s discourses of writing as an analytical framework, observation protocols from 104 observers in 374 lessons in 76 Swedish schools were analyzed exploring school writing in the different curriculum subjects. Analysis of the data reveals that in most lessons the teachers required their pupils to write with a single focus on reinforcing learning, enacting three of Ivanič’s seven discourses of writing: thinking and learning discourse, skills discourse, and social practices discourse. Much less frequently overall but commonly in language lessons, teachers required their pupils to write with a dual focus, developing writing proficiency while reinforcing learning. In these cases, all of Ivanič’s discourses were enacted. The results suggest potential for a dual focus on writing to learn and learning to write to further develop the pupils’ writing across the curriculum.

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I skrivandets spår : elever skriver i SO

Cited by 2 publications

References 37 publications

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

The Teaching of Writing Across the Curriculum in School Years 4-6 in Sweden

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