Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA

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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Autor principal: David R. Russell
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Publicado: Universitat Politècnica de València 2013
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writing in the disciplines
writing to learn
contradictions
writing across the curriculum
genre
Education
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Acceso en línea:https://doaj.org/article/00e53943b5a3405983afe516364928b4
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language EN
ES
topic writing in the disciplines
writing to learn
contradictions
writing across the curriculum
genre
Education
L
spellingShingle writing in the disciplines
writing to learn
contradictions
writing across the curriculum
genre
Education
L
David R. Russell
Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
description <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&rsquo; 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.&nbsp;</span></p><p class="REDUTEXTORESUMEN">&nbsp;</p><p class="REDUTEXTORESUMEN"><strong>RESUMEN</strong></p><p class="REDUTITULOINGLES"><em><span lang="GL">Contradicciones acerca de c&oacute;mo promover la escritura epist&eacute;mica 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 art&iacute;culo se</span> <span class="hps">describe la</span> <span class="hps">tradici&oacute;n</span><span lang="ES-TRAD"> de la </span><span class="alt-edited">investigaci&oacute;n</span> <span lang="ES-TRAD">angl&oacute;fona de Am&eacute;rica del Norte acerca del </span><span class="hps">rol</span> <span class="hps">de la escritura en</span> <span class="hps">la ense&ntilde;anza y el</span> <span class="hps">aprendizaje en la educaci&oacute;n</span> <span class="hps">superior.</span> <span class="hps">La</span> <span class="hps">tradici&oacute;n de investigaci&oacute;n</span> <span class="hps">est&aacute; asociada con un</span> <span class="hps">movimiento de reforma de la educaci&oacute;n</span> <span class="hps">de m&aacute;s de cuarenta a&ntilde;os,</span> <span class="hps">denominado</span> <span class="hps">&ldquo;escritura</span> <span class="hps">a trav&eacute;s del curr&iacute;culo</span><span lang="ES-TRAD">&rdquo; (</span><span class="longtext">Writing Across the Curriculum; </span><span lang="ES-TRAD">WAC) o &ldquo;escritura en las disciplinas&rdquo; (</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 formaci&oacute;n disciplinar a trav&eacute;s de </span><span class="hps">la escritura.</span> <span class="hps">La investigaci&oacute;n desarrollada bajo los movimientos WAC y WID utiliza m&eacute;todos</span> <span class="hps">propios de la investigaci&oacute;n educativa</span> <span class="hps">(y, en</span> <span class="hps">menor medida,</span> <span lang="ES-TRAD">de </span><span class="hps">la ling&uuml;&iacute;stica</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 formaci&oacute;n disciplinar</span><span lang="ES-TRAD">, a menudo en </span><span class="hps">relaci&oacute;n 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 educaci&oacute;n 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 concepci&oacute;n del g&eacute;nero </span><span class="hps">como un contenedor</span> <span class="hps">de</span> <span class="hps">contenido &ndash;dualismo forma/contenido- versus</span> <span lang="ES-TRAD">su concepci&oacute;n </span><span class="hps">como</span> <span class="hps">acci&oacute;n 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 escolarizaci&oacute;n</span> <span class="hps">(</span><span lang="ES-TRAD">epist&eacute;mica) versus escribir para contribuir a la meta </span><span class="hps">social del trabajo</span> <span class="hps">(pragm&aacute;tica)</span><span lang="ES-TRAD"> 5) </span><span class="hps">las</span> <span class="hps">tesis de m&aacute;ster o doctorado como</span> <span class="hps">el &uacute;ltimo obst&aacute;culo</span> <span class="hps">educativo versus su consideraci&oacute;n como la primera actuaci&oacute;n</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">ense&ntilde;anza)</span> <span class="hps">para la reproducci&oacute;n 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">ense&ntilde;anza)</span> <span class="hps">para el cambio social</span> <span class="hps">y/o disciplinar</span><span lang="ES-TRAD">.</span></p>
format article
author David R. Russell
author_facet David R. Russell
author_sort David R. Russell
title Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
title_short Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
title_full Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
title_fullStr Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
title_full_unstemmed Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
title_sort contradictions regarding teaching and writing (or writing to learn) in the disciplines: what we have learned in the usa
publisher Universitat Politècnica de València
publishDate 2013
url https://doaj.org/article/00e53943b5a3405983afe516364928b4
work_keys_str_mv AT davidrrussell contradictionsregardingteachingandwritingorwritingtolearninthedisciplineswhatwehavelearnedintheusa
_version_ 1718392952778129408
spelling oai:doaj.org-article:00e53943b5a3405983afe516364928b42021-12-02T13:29:57ZContradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA1887-45921887-4592https://doaj.org/article/00e53943b5a3405983afe516364928b42013-04-01T00:00:00Zhttp://red-u.net/redu/index.php/REDU/article/view/584https://doaj.org/toc/1887-4592https://doaj.org/toc/1887-4592<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&rsquo; 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.&nbsp;</span></p><p class="REDUTEXTORESUMEN">&nbsp;</p><p class="REDUTEXTORESUMEN"><strong>RESUMEN</strong></p><p class="REDUTITULOINGLES"><em><span lang="GL">Contradicciones acerca de c&oacute;mo promover la escritura epist&eacute;mica 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 art&iacute;culo se</span> <span class="hps">describe la</span> <span class="hps">tradici&oacute;n</span><span lang="ES-TRAD"> de la </span><span class="alt-edited">investigaci&oacute;n</span> <span lang="ES-TRAD">angl&oacute;fona de Am&eacute;rica del Norte acerca del </span><span class="hps">rol</span> <span class="hps">de la escritura en</span> <span class="hps">la ense&ntilde;anza y el</span> <span class="hps">aprendizaje en la educaci&oacute;n</span> <span class="hps">superior.</span> <span class="hps">La</span> <span class="hps">tradici&oacute;n de investigaci&oacute;n</span> <span class="hps">est&aacute; asociada con un</span> <span class="hps">movimiento de reforma de la educaci&oacute;n</span> <span class="hps">de m&aacute;s de cuarenta a&ntilde;os,</span> <span class="hps">denominado</span> <span class="hps">&ldquo;escritura</span> <span class="hps">a trav&eacute;s del curr&iacute;culo</span><span lang="ES-TRAD">&rdquo; (</span><span class="longtext">Writing Across the Curriculum; </span><span lang="ES-TRAD">WAC) o &ldquo;escritura en las disciplinas&rdquo; (</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 formaci&oacute;n disciplinar a trav&eacute;s de </span><span class="hps">la escritura.</span> <span class="hps">La investigaci&oacute;n desarrollada bajo los movimientos WAC y WID utiliza m&eacute;todos</span> <span class="hps">propios de la investigaci&oacute;n educativa</span> <span class="hps">(y, en</span> <span class="hps">menor medida,</span> <span lang="ES-TRAD">de </span><span class="hps">la ling&uuml;&iacute;stica</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 formaci&oacute;n disciplinar</span><span lang="ES-TRAD">, a menudo en </span><span class="hps">relaci&oacute;n 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 educaci&oacute;n 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 concepci&oacute;n del g&eacute;nero </span><span class="hps">como un contenedor</span> <span class="hps">de</span> <span class="hps">contenido &ndash;dualismo forma/contenido- versus</span> <span lang="ES-TRAD">su concepci&oacute;n </span><span class="hps">como</span> <span class="hps">acci&oacute;n 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 escolarizaci&oacute;n</span> <span class="hps">(</span><span lang="ES-TRAD">epist&eacute;mica) versus escribir para contribuir a la meta </span><span class="hps">social del trabajo</span> <span class="hps">(pragm&aacute;tica)</span><span lang="ES-TRAD"> 5) </span><span class="hps">las</span> <span class="hps">tesis de m&aacute;ster o doctorado como</span> <span class="hps">el &uacute;ltimo obst&aacute;culo</span> <span class="hps">educativo versus su consideraci&oacute;n como la primera actuaci&oacute;n</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">ense&ntilde;anza)</span> <span class="hps">para la reproducci&oacute;n 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">ense&ntilde;anza)</span> <span class="hps">para el cambio social</span> <span class="hps">y/o disciplinar</span><span lang="ES-TRAD">.</span></p>David R. RussellUniversitat Politècnica de Valènciaarticlewriting in the disciplineswriting to learncontradictionswriting across the curriculumgenreEducationLENESRed U, Vol 11, Iss 1, Pp 161-181 (2013)

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