Overlevelsestrategi for vejledere: Tag retorikken med i vejledningen

Abstract

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.

Children Who Write ’Off the Beaten track’ and What We Can Learn from Them

“…I have seen this fact come as a surprise to other university teachers, who believe strongly that writing is something students must have learned at least in high school, that teaching writing isn't something we really have time to deal with, that we can expect students to just be able to do it. At the same time, it is a widespread notion that "students can't write" (Hvass & Heger, 2017;Laugesen, 2021). Of course, students do learn to write in the Danish school system: They are exposed to many different writing tasks and to writing in many different genres through primary, secondary and high school.…”