Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
<p class="REDUTEXTORESUMEN"><span class="longtext"><span lang="EN-US">This article describes a tradition of Anglophone North American higher education (HE) research concerning the role of writing in learning and development. The research tradition is a...
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| Formato: | article |
| Lenguaje: | EN ES |
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Universitat Politècnica de València
2013
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| Acceso en línea: | https://doaj.org/article/00e53943b5a3405983afe516364928b4 |
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| Sumario: | <p class="REDUTEXTORESUMEN"><span class="longtext"><span lang="EN-US">This article describes a tradition of Anglophone North American higher education (HE) research concerning the role of writing in learning and development. The research tradition is associated with a forty-year-old education reform movement called Writing Across the Curriculum (WAC) or Writing in the Disciplines (WID). The movement encourages teachers in different disciplines to become interested in their students’ writing and to improve their writing and their disciplinary education (formation) through writing. The research on WAC/WID uses methods familiar in educational research (and to a lesser extent applied linguistics) to understand the roles writing plays in disciplinary work and disciplinary formation, often in relation to writing in other institutions (business, government, etc.). The foregrounding of writing in WAC/WID has reveled six structural, institutional contradictions in US HE: 1) writing as transversal versus writing as specialized; 2) genre conceived as a container of content--a </span></span><span lang="EN-US">form/content dualism--versus genre conceived as social action; 3) writing as a means of assessing learning of content versus writing as a tool of intellectual / professional / personal development; 4) writing for a social motive of schooling (epistemic) versus a social motive of work (pragmatic); 5) the masters or doctoral thesis as a last educational hurdle versus a first professional performance; 6) and (teaching) writing for social/disciplinary reproduction versus (teaching) writing for social/disciplinary change. </span></p><p class="REDUTEXTORESUMEN"> </p><p class="REDUTEXTORESUMEN"><strong>RESUMEN</strong></p><p class="REDUTITULOINGLES"><em><span lang="GL">Contradicciones acerca de cómo promover la escritura epistémica en las </span><span lang="GL">disciplinas</span><span lang="GL">: lo que hemos aprendido en EEUU.</span></em></p><p class="REDUTEXTORESUMEN"><span class="hps">En este artículo se</span> <span class="hps">describe la</span> <span class="hps">tradición</span><span lang="ES-TRAD"> de la </span><span class="alt-edited">investigación</span> <span lang="ES-TRAD">anglófona de América del Norte acerca del </span><span class="hps">rol</span> <span class="hps">de la escritura en</span> <span class="hps">la enseñanza y el</span> <span class="hps">aprendizaje en la educación</span> <span class="hps">superior.</span> <span class="hps">La</span> <span class="hps">tradición de investigación</span> <span class="hps">está asociada con un</span> <span class="hps">movimiento de reforma de la educación</span> <span class="hps">de más de cuarenta años,</span> <span class="hps">denominado</span> <span class="hps">“escritura</span> <span class="hps">a través del currículo</span><span lang="ES-TRAD">” (</span><span class="longtext">Writing Across the Curriculum; </span><span lang="ES-TRAD">WAC) o “escritura en las disciplinas” (</span><span class="longtext">Writing in the Disciplines; </span><span lang="ES-TRAD">WID). </span><span class="hps">El movimiento</span> <span class="hps">anima a los profesores de las diferentes disciplinas a interesarse por mejorar la escritura</span> <span class="hps">de sus estudiantes y </span><span lang="ES-TRAD">su formación disciplinar a través de </span><span class="hps">la escritura.</span> <span class="hps">La investigación desarrollada bajo los movimientos WAC y WID utiliza métodos</span> <span class="hps">propios de la investigación educativa</span> <span class="hps">(y, en</span> <span class="hps">menor medida,</span> <span lang="ES-TRAD">de </span><span class="hps">la lingüística</span> <span class="hps">aplicada)</span> <span class="hps">para comprender los roles que juega la escritura en</span> <span class="hps">el trabajo y la formación disciplinar</span><span lang="ES-TRAD">, a menudo en </span><span class="hps">relación con</span> <span class="hps">la escritura en</span> <span class="hps">otras instituciones (</span><span lang="ES-TRAD">empresas, gobierno, </span><span class="hps">etc.</span><span lang="ES-TRAD">)</span><span class="hps">. Situar en primer plano</span> <span class="hps">la escritura en los movimientos WAC y WID ha revelado</span> <span class="hps">seis</span> <span class="hps">contradicciones estructurales</span> <span class="hps">e institucionales</span> <span class="hps">en</span> <span class="hps">la educación superior de los EEUU:</span> <span class="hps">1) la escritura</span> <span class="hps">como</span> <span lang="ES-TRAD">herramienta </span><span class="hps">transversal</span> <span class="hps">frente a</span> <span class="hps">la escritura especializada</span><span lang="ES-TRAD">, 2) la concepción del género </span><span class="hps">como un contenedor</span> <span class="hps">de</span> <span class="hps">contenido –dualismo forma/contenido- versus</span> <span lang="ES-TRAD">su concepción </span><span class="hps">como</span> <span class="hps">acción social</span><span lang="ES-TRAD">, 3) </span><span class="hps">la escritura</span> <span class="hps">como medio para</span> <span class="hps">evaluar el aprendizaje</span> <span class="hps">de contenidos</span> <span class="hps">frente a</span> <span class="hps">la escritura como una</span> <span class="hps">herramienta</span> <span class="hps">de desarrollo intelectual</span><span lang="ES-TRAD">, </span><span class="hps">profesional o personal</span><span lang="ES-TRAD">, 4) </span><span class="hps">la escritura para conseguir la meta</span> <span class="hps">social de la escolarización</span> <span class="hps">(</span><span lang="ES-TRAD">epistémica) versus escribir para contribuir a la meta </span><span class="hps">social del trabajo</span> <span class="hps">(pragmática)</span><span lang="ES-TRAD"> 5) </span><span class="hps">las</span> <span class="hps">tesis de máster o doctorado como</span> <span class="hps">el último obstáculo</span> <span class="hps">educativo versus su consideración como la primera actuación</span> <span class="hps">profesional</span><span lang="ES-TRAD">, 6) </span><span class="hps">y la escritura</span> <span class="hps">(y su</span> <span class="hps">enseñanza)</span> <span class="hps">para la reproducción social</span> <span class="hps">y/o disciplinar</span> <span class="hps">versus</span> <span class="hps">la escritura</span> <span class="hps">(y su</span> <span class="hps">enseñanza)</span> <span class="hps">para el cambio social</span> <span class="hps">y/o disciplinar</span><span lang="ES-TRAD">.</span></p> |
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