Writing-across-the-curriculum in a linked course model for first-year students: an activity theory analysis

Harms, Patricia

doi:10.31274/rtd-180813-196

Cited by 2 publications

(1 citation statement)

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“…• Each faculty member agreed to develop syllabi for the course he taught. However, instead of constructing an "encapsulated" (Harms, 2003) syllabus, each designed his course intentionally to complement the courses prepared by other members of the teaching team. To synchronize the integrated material, the planners decided which professor(s) and/or staff would visit specific classes and labs would go on field trips.…”

Section: Agpaq Course Description and Informationmentioning

confidence: 99%

The influence of an integrated course cluster on the communication skills, technical content knowledge, and problem-solving skills of upper-level college students

Barnett

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Section: Agpaq Course Description and Informationmentioning

confidence: 99%

The influence of an integrated course cluster on the communication skills, technical content knowledge, and problem-solving skills of upper-level college students

Barnett

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Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory

Russell

Harms

2010

Rev. signos

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Abstract:What is the relationship between medium and genre in learning and development? North American genre theory suggests following Miller (1984Miller ( , 1994 that genre is social action. Genres evoke expectations, direct attention, guide action and suggest 'what motives we may have.' Yet the relationship between media and genres, as Miller suggested at SIGET IV (1997), is complex. The blog, for example, quickly evolved from being one genre to many genres and, today, might be said to be a medium more than a genre. Bazerman at SIGET IV (2007) argued, following Vygotsky (1997), that genres −particularly written genres− 'provide highly differentiated, scaffolded communicative spaces in which we learn the cognitive practices of specialized domains.' This paper provides some evidence for Bazerman's theory from a case study of students in engineering. It shows how genres may scaffold development by directing attention and focusing motivation to ensembles of genres in a range of media, and repay greater study.Key Words: Genre, media, engineering education, writing-to-learn, writing across the curriculum. Palavras-Chave: Gênero, mídia, ensino de engenharia, escrever-para-aprender, escrita através do currículo. Revista Signos Géneros, medios, y comunicación para aprender en las disciplinas: La teoría del desarrollo de Vygotsky y la teoría del género norteamericanaResumen: ¿Cuál es la relación entre el medio y el género en el aprendizaje y en el desarrollo? La teoría del género norteamericana sugiere, siguiendo a Miller (1984, 1994), que el género es acción social. Los géneros evocan expectativas, dirigen la atención, guían la acción y sugieren qué motivos podemos tener. Sin embargo, la relación entre los medios y los géneros, como lo propuso Miller en la SIGET IV (1997), es compleja. El blog, por ejemplo, se transformó rápidamente de ser un género a muchos géneros y, en la actualidad, se podría decir que es un medio antes que un género. Bazerman, en la SIGET IV (2007) sostenía, siguiendo a Vygotsky (1997), que los géneros −en especial lo géneros escritos− proporcionan espacios comunicativos de andamiaje muy diferenciados en los cuales aprendemos las prácticas cognitivas de dominios especializados. Este trabajo entrega evidencias de la teoría de Bazerman a partir de un estudio de caso en el cual participaron estudiantes de ingeniería. Demuestra cómo los géneros pueden proporcionar andamiaje para el desarrollo al dirigir la atención y centrar la motivación en conjuntos de géneros en un espectro de medios y cómo los géneros pueden prestarse para análisis más profundos.Palabras Clave: Género, medios de comunicación, educación en las ingenierías, producción escrita para aprender, la producción escrita a través del currículo.229

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Writing-across-the-curriculum in a linked course model for first-year students: an activity theory analysis

Cited by 2 publications

References 72 publications

The influence of an integrated course cluster on the communication skills, technical content knowledge, and problem-solving skills of upper-level college students

The influence of an integrated course cluster on the communication skills, technical content knowledge, and problem-solving skills of upper-level college students

Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory

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