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

Harms, Patricia

doi:10.31274/rtd-180817-196

Cited by 2 publications

(4 citation statements)

References 25 publications

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“…The BTC course, which is designated as a special section of the standard version of the course, enrolls only students in one major, providing a more focused experience for the students (one in which transfer is perhaps more likely). But students do not have the benefit of interacting with students from other disciplines and seeing the breadth of communication (Harms, 2004;Watts, 2006).…”

Section: Linked Coursesmentioning

confidence: 99%

“…Unfortunately, we have little research to answer this complex question-which is not surprising because the time required for collaboration leaves little for research. Qualitative research suggests that students have difficulty "transferring" writing strategies and genre knowledge from one context to another (Dias et al, 1999;Freedman, 1993;Harms, 2004;Herrington, 1985;Linton, Madigan, & Johnson, 1994), but promising research suggests such transfer is possible (Ford, 2004). We need to do more to investigate the relation between BTC courses and the rest of students' professional education.…”

Section: Evaluating and Disseminating Models Of Wid Collaborationmentioning

confidence: 99%

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Rethinking the Articulation Between Business and Technical Communication and Writing in the Disciplines

Russell

2007

Journal of Business and Technical Communication

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In a profound sense, the teaching of business and technical communication (BTC) is always already the teaching of writing in the disciplines (WID). Yet the WID dimension of BTC is often hard to see. The question this article addresses is, How might the North American tradition of BTC communication courses be more consciously—and effectively—articulated with the disciplines? The article reviews some of the research literature concerning the value of articulating BTC with WID in undergraduate education and program descriptions of such efforts to examine what BTC has done, is doing, and might do in the future to strengthen WID in BTC.

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Section: Linked Coursesmentioning

confidence: 99%

Section: Evaluating and Disseminating Models Of Wid Collaborationmentioning

confidence: 99%

Rethinking the Articulation Between Business and Technical Communication and Writing in the Disciplines

Russell

2007

Journal of Business and Technical Communication

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“…This research was conducted in the department of Agricultural and Biosystems Engineering (ABE) (Harms, 2003). Specifically, the formal sites for this research were two linked courses: first-year writing (English 104, which included a traditional classroom and computer lab) and introduction to engineering graphics and design (Engineering 170, which included a traditional classroom, a computer lab, and a mechatronics lab (where students worked on a robot project).…”

Section: Methodsmentioning

confidence: 99%

“…We have given the students pseudonyms. Data collection over 20 weeks included observations (in-class and informal hall and lounge talk), interviews (most discourse-based), and text analysis (complete methods are in Harms, 2003). Data were gathered under the auspices of the Institutional Review Board of Iowa State university.…”

Section: Methodsmentioning

confidence: 99%

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 25 publications

Rethinking the Articulation Between Business and Technical Communication and Writing in the Disciplines

Rethinking the Articulation Between Business and Technical Communication and Writing in the Disciplines

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

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