Name: Writing Assignments Across University Disciplines (en Inglés)
Price: 56310.00 CLP
Availability: InStock
Author: Graves, Roger ; Hyland, Theresa
ISBN: 9781490784038

portada Writing Assignments Across University Disciplines (en Inglés)

Writing Assignments Across University Disciplines (en Inglés)

Formato

Libro Físico

Autor

Roger Graves

Theresa Hyland

Editorial

Trafford Publishing

Idioma

Inglés

N° páginas

278

Encuadernación

Tapa Dura

Dimensiones

22.9 x 15.2 x 1.8 cm

Peso

0.54 kg.

ISBN13

9781490784038

Categorías

Obras de consulta
Educación

Writing Assignments Across University Disciplines (en Inglés)

Roger Graves (Autor) · Theresa Hyland (Autor) · Trafford Publishing · Tapa Dura

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Reseña del libro "Writing Assignments Across University Disciplines (en Inglés)"

Writing Assignments Across the University Curriculum as a whole asks and answers these questions: What kinds of documents do students write in a wide range of university degree programs in Canada? How do instructors structure those writing assignments? That is, who is the audience for the assignments? Do students get formative feedback as they develop their documents? Do the patterns we found in a small liberal arts college (Graves, Hyland, and Samuels 2010) occur in other kinds of universities? We took our cue from an article by Anson and Dannels (2009) who pointed us toward the idea that students experience a curriculum through their degree progress in an academic program. Consequently, we needed to map the writing assignments according to how different departments organized these degree programs. Results that were organized by curricular unit (departments, faculties or colleges, or programs/units) were more significant than general statistics because students would progress through these courses to a degree. Several chapters in the book describe how this kind of curricular mapping provided a spark for curricular reform in Engineering, Education, and an entire small university. The last two chapters report on the instructors? perspective on their assignments: what they were intending to do, and why they both resisted and engaged in curricular discussions.