Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering

This paper describes developmental writing paths within a Colombian major in Industrial Engineering. The accounts were created through retrospective descriptions of students' writing experiences collected by a qualitative survey and analyzing writing samples. The study shows that writing throug...

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Autores:
Narvaez Cardona, Elizabeth
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad Autónoma de Occidente
Repositorio:
RED: Repositorio Educativo Digital UAO
Idioma:
eng
OAI Identifier:
oai:red.uao.edu.co:10614/11367
Acceso en línea:
http://hdl.handle.net/10614/11367
https://journals.equinoxpub.com/index.php/WAP/article/view/34588
Palabra clave:
Learning curve (Industrial Engineering)
Educational tests and measurements
Curva de aprendizaje (Ingeniería Industrial)
Mediciones y pruebas educativas
Writing
Industrial engineering
Escritura
Ingeniería industrial
Rights
restrictedAccess
License
Derechos Reservados - Universidad Autónoma de Occidente
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dc.title.eng.fl_str_mv Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
title Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
spellingShingle Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
Learning curve (Industrial Engineering)
Educational tests and measurements
Curva de aprendizaje (Ingeniería Industrial)
Mediciones y pruebas educativas
Writing
Industrial engineering
Escritura
Ingeniería industrial
title_short Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
title_full Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
title_fullStr Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
title_full_unstemmed Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
title_sort Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering
dc.creator.fl_str_mv Narvaez Cardona, Elizabeth
dc.contributor.author.spa.fl_str_mv Narvaez Cardona, Elizabeth
dc.subject.lemb.eng.fl_str_mv Learning curve (Industrial Engineering)
Educational tests and measurements
topic Learning curve (Industrial Engineering)
Educational tests and measurements
Curva de aprendizaje (Ingeniería Industrial)
Mediciones y pruebas educativas
Writing
Industrial engineering
Escritura
Ingeniería industrial
dc.subject.lemb.spa.fl_str_mv Curva de aprendizaje (Ingeniería Industrial)
Mediciones y pruebas educativas
dc.subject.armarc.eng.fl_str_mv Writing
Industrial engineering
dc.subject.armarc.spa.fl_str_mv Escritura
Ingeniería industrial
description This paper describes developmental writing paths within a Colombian major in Industrial Engineering. The accounts were created through retrospective descriptions of students' writing experiences collected by a qualitative survey and analyzing writing samples. The study shows that writing throughout the major embraces diverse functions (Writing to learn; Writing to apply content knowledge; Writing to research; Writing to communicate ideas), and traces diverse developmental paths (Writing for innovation; Lab writing; Writing for company analysis; Writing for conducting a senior thesis). This analysis also reveals that different types of problems (improving profits in companies or creating new devices) can be treated through different types of genres (research proposals in companies and projects of innovation), despite the fact that the same label (report) is being used by participants to group writing experiences. One of the writing functions in the major that seems overtly identified by the students is conducting a senior thesis. Since there are other writing functions present across the curriculum, further studies and pedagogical debates with faculty members are necessary to define what writing developmental paths are expected from the students and how many curriculum projects (that include explicit teaching on theories of disciplinary writing and genre knowledge) across the curriculum should be undertaken
publishDate 2018
dc.date.issued.spa.fl_str_mv 2018
dc.date.accessioned.spa.fl_str_mv 2019-10-31T18:07:12Z
dc.date.available.spa.fl_str_mv 2019-10-31T18:07:12Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Narvaez, E. (2018). Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering. Writing & Pedagogy, 10(3)
dc.identifier.issn.spa.fl_str_mv 1756-5847 (en línea)
1756-5839 (impreso)
dc.identifier.uri.spa.fl_str_mv http://hdl.handle.net/10614/11367
https://journals.equinoxpub.com/index.php/WAP/article/view/34588
identifier_str_mv Narvaez, E. (2018). Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering. Writing & Pedagogy, 10(3)
1756-5847 (en línea)
1756-5839 (impreso)
url http://hdl.handle.net/10614/11367
https://journals.equinoxpub.com/index.php/WAP/article/view/34588
dc.language.iso.eng.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Writing Pedagogy, volumen 10, número 3, páginas 371-399, 2018
dc.rights.spa.fl_str_mv Derechos Reservados - Universidad Autónoma de Occidente
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dc.format.extent.spa.fl_str_mv páginas 371-399
dc.coverage.spatial.spa.fl_str_mv Colombia
Universidad Autónoma de Occidente. Calle 25 115-85. Km 2 vía Cali-Jamundí
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dc.source.bibliographiccitation.spa.fl_str_mv Arciniegas, E. and López, G. S. (2012). La escritura en el aula universitaria: estrategias para su regulación. Santiago de Cali, Colombia: Programa Editorial Universidad del Valle
Artemeva, N. (2009). Stories of becoming: A study of novice engineers learning genres of their profession. In C. Bazerman, A. Bonini, and D. Figueiredo, Genre in a Changing World. Perspectives on Writing. Fort Collins, CO: The WAC Clearinghouse and Parlor Press
Artemeva, N. and Fox, J. (2010). Awareness versus production: Probing students’ antecedent genre knowledge. Journal of Business and Technical Communication, 24 (4), 476–515. https://doi.org/10.1177/1050651910371302
Beaufort, A. (1999). Writing in the Real World: Making the Transition from School to Work. New York: Teachers College Press
Beaufort, A. (2008). College Writing and Beyond: A New Framework for University Writing Instruction. Boulder, CO: University Press of Colorado. https://doi.org/10.2307/j.ctt4cgnk0
Blake, K. (2015). Writers’ histories, Processes, and Identities Vary. In L. Adler-Kassner and E. Wardle (Eds), Naming What we Know: Threshold Concepts of Writing Studies, 52–54. Logan, UT: Utah State University Press
Bransford, J. D., Brown, A. L., and Cocking, R. R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press
Brent, D. (2012). Crossing boundaries: Co-op students relearning to write. College Composition and Communication, 63 (4), 558–592
Carroll, L. A. (2002). Rehearsing New Roles: How College Students Develop as Writers. Carbondale, IL: SIU Press
Carter, M., Ferzli, M., and Wiebe, E. N. (2007). Writing to learn by learning to write in the disciplines. Journal of Business and Technical Communication, 21 (3), 278–302. https://doi.org/10.1177/1050651907300466
Coutinho, M. A. and Miranda, F. (2009). To describe genres: Problems and strategies. In C. Bazerman, A. Bonini, and D. Figueiredo (Eds), Genre in a Changing World. Perspectives on Writing. 35–55. Fort Collins, CO: The WAC Clearinghouse and Parlor Press
Dias, P. and Paré, A. (Eds). (2000). Transitions: Writing in Academic and Workplace Settings. Bridgewater, NJ: Hampton Press
Flórez Romero, R., Baquero Castellanos, S., and Sánchez Navas, L. A. (2010). Desarrollo de habilidades en el español escrito en personas sordas universitarias: estudio de caso. Forma y Función, 23 (2), 33–71
Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. Ann Arbor, MI: University of Michigan Press. https://doi.org/10.3998/mpub.6719
ILEES English. (n.d.). Retrieved December 1, 2015, from http://english.ilees.org/
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lerner, N. (2009). The Idea of a Writing Laboratory. Carbondale, IL: SIU Press
López, J., Stella, G., and Ramírez Giraldo, R. (2012). Los resúmenes como estrategia de aprendizaje. Lenguaje, 40 (2), 315–350
Martínez, M. C., Álvarez, D. I., Hernández, F., Zapata, F., and Castillo, L. C. (2004). Discurso y aprendizaje. Cali, Cátedra UNESCO
Narváez-Cardona. (2016). Latin-American Writing Initiatives in Engineering from Spanish-speaking Countries. Ilha do Desterro, 69 (3), 223–248. https://doi.org/10.5007/2175-8026.2016v69n3p223
Nesi, H. and Gardner, S. (2012). Genres Across the Disciplines: Student Writing in Higher Education. Cambridge: Cambridge University Press
Nowacek, R. S. (2011). Agents of Integration: Understanding Transfer as a Rhetorical Act. Carbondale, IL: SIU Press
Poe, M., Lerner, N., and Craig, J. (2010). Learning to Communicate in Science and Engineering: Case Studies from MIT. Cambridge, MA: MIT Press
Reiff, M. J. and Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28 (3), 312–337. https://doi.org/10.1177/0741088311410183
Rounsaville, A. (2012). Selecting genres for transfer: The role of uptake in students’ antecedent genre knowledge. Composition Forum (Vol. 26). Association of Teachers of Advanced Composition
Stillar G. F. (1998). Analyzing Everyday Texts: Discourse, Rhetoric, and Social Perspectives. Thousand Oaks, CA: SAGE Publications
Swarts, J. and Odell, L. (2001). Rethinking the evaluation of writing in engineering courses. Frontiers in Education Conference, 2001. 31st Annual (Vol. 1: T3A-25). IEEE
Yancey, K. Robertson, L. and Tackzac, K. (2014). The role of curricular design in transfer. In K. Yancey, L. Robertson and K. Tackzac Writing across Contexts: Transfer, Composition, and Sites of Writing, 37–60. Logan, UT: Utah State University Press. https://doi.org/10.2307/j.ctt6wrr95.5
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spelling Narvaez Cardona, Elizabeth8b0c276382058fb649f79a70db93e94a-1ColombiaUniversidad Autónoma de Occidente. Calle 25 115-85. Km 2 vía Cali-Jamundí2019-10-31T18:07:12Z2019-10-31T18:07:12Z2018Narvaez, E. (2018). Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineering. Writing & Pedagogy, 10(3)1756-5847 (en línea)1756-5839 (impreso)http://hdl.handle.net/10614/11367https://journals.equinoxpub.com/index.php/WAP/article/view/34588This paper describes developmental writing paths within a Colombian major in Industrial Engineering. The accounts were created through retrospective descriptions of students' writing experiences collected by a qualitative survey and analyzing writing samples. The study shows that writing throughout the major embraces diverse functions (Writing to learn; Writing to apply content knowledge; Writing to research; Writing to communicate ideas), and traces diverse developmental paths (Writing for innovation; Lab writing; Writing for company analysis; Writing for conducting a senior thesis). This analysis also reveals that different types of problems (improving profits in companies or creating new devices) can be treated through different types of genres (research proposals in companies and projects of innovation), despite the fact that the same label (report) is being used by participants to group writing experiences. One of the writing functions in the major that seems overtly identified by the students is conducting a senior thesis. Since there are other writing functions present across the curriculum, further studies and pedagogical debates with faculty members are necessary to define what writing developmental paths are expected from the students and how many curriculum projects (that include explicit teaching on theories of disciplinary writing and genre knowledge) across the curriculum should be undertakenapplication/pdfpáginas 371-399engWriting PedagogyWriting Pedagogy, volumen 10, número 3, páginas 371-399, 2018Derechos Reservados - Universidad Autónoma de Occidentehttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/restrictedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_16ecinstname:Universidad Autónoma de Occidentereponame:Repositorio Institucional UAOArciniegas, E. and López, G. S. (2012). La escritura en el aula universitaria: estrategias para su regulación. Santiago de Cali, Colombia: Programa Editorial Universidad del ValleArtemeva, N. (2009). Stories of becoming: A study of novice engineers learning genres of their profession. In C. Bazerman, A. Bonini, and D. Figueiredo, Genre in a Changing World. Perspectives on Writing. Fort Collins, CO: The WAC Clearinghouse and Parlor PressArtemeva, N. and Fox, J. (2010). Awareness versus production: Probing students’ antecedent genre knowledge. Journal of Business and Technical Communication, 24 (4), 476–515. https://doi.org/10.1177/1050651910371302Beaufort, A. (1999). Writing in the Real World: Making the Transition from School to Work. New York: Teachers College PressBeaufort, A. (2008). College Writing and Beyond: A New Framework for University Writing Instruction. Boulder, CO: University Press of Colorado. https://doi.org/10.2307/j.ctt4cgnk0Blake, K. (2015). Writers’ histories, Processes, and Identities Vary. In L. Adler-Kassner and E. Wardle (Eds), Naming What we Know: Threshold Concepts of Writing Studies, 52–54. Logan, UT: Utah State University PressBransford, J. D., Brown, A. L., and Cocking, R. R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy PressBrent, D. (2012). Crossing boundaries: Co-op students relearning to write. College Composition and Communication, 63 (4), 558–592Carroll, L. A. (2002). Rehearsing New Roles: How College Students Develop as Writers. Carbondale, IL: SIU PressCarter, M., Ferzli, M., and Wiebe, E. N. (2007). Writing to learn by learning to write in the disciplines. Journal of Business and Technical Communication, 21 (3), 278–302. https://doi.org/10.1177/1050651907300466Coutinho, M. A. and Miranda, F. (2009). To describe genres: Problems and strategies. In C. Bazerman, A. Bonini, and D. Figueiredo (Eds), Genre in a Changing World. Perspectives on Writing. 35–55. Fort Collins, CO: The WAC Clearinghouse and Parlor PressDias, P. and Paré, A. (Eds). (2000). Transitions: Writing in Academic and Workplace Settings. Bridgewater, NJ: Hampton PressFlórez Romero, R., Baquero Castellanos, S., and Sánchez Navas, L. A. (2010). Desarrollo de habilidades en el español escrito en personas sordas universitarias: estudio de caso. Forma y Función, 23 (2), 33–71Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. Ann Arbor, MI: University of Michigan Press. https://doi.org/10.3998/mpub.6719ILEES English. (n.d.). Retrieved December 1, 2015, from http://english.ilees.org/Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355Lerner, N. (2009). The Idea of a Writing Laboratory. Carbondale, IL: SIU PressLópez, J., Stella, G., and Ramírez Giraldo, R. (2012). Los resúmenes como estrategia de aprendizaje. Lenguaje, 40 (2), 315–350Martínez, M. C., Álvarez, D. I., Hernández, F., Zapata, F., and Castillo, L. C. (2004). Discurso y aprendizaje. Cali, Cátedra UNESCONarváez-Cardona. (2016). Latin-American Writing Initiatives in Engineering from Spanish-speaking Countries. Ilha do Desterro, 69 (3), 223–248. https://doi.org/10.5007/2175-8026.2016v69n3p223Nesi, H. and Gardner, S. (2012). Genres Across the Disciplines: Student Writing in Higher Education. Cambridge: Cambridge University PressNowacek, R. S. (2011). Agents of Integration: Understanding Transfer as a Rhetorical Act. Carbondale, IL: SIU PressPoe, M., Lerner, N., and Craig, J. (2010). Learning to Communicate in Science and Engineering: Case Studies from MIT. Cambridge, MA: MIT PressReiff, M. J. and Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28 (3), 312–337. https://doi.org/10.1177/0741088311410183Rounsaville, A. (2012). Selecting genres for transfer: The role of uptake in students’ antecedent genre knowledge. Composition Forum (Vol. 26). Association of Teachers of Advanced CompositionStillar G. F. (1998). Analyzing Everyday Texts: Discourse, Rhetoric, and Social Perspectives. Thousand Oaks, CA: SAGE PublicationsSwarts, J. and Odell, L. (2001). Rethinking the evaluation of writing in engineering courses. Frontiers in Education Conference, 2001. 31st Annual (Vol. 1: T3A-25). IEEEYancey, K. Robertson, L. and Tackzac, K. (2014). The role of curricular design in transfer. In K. Yancey, L. Robertson and K. Tackzac Writing across Contexts: Transfer, Composition, and Sites of Writing, 37–60. Logan, UT: Utah State University Press. https://doi.org/10.2307/j.ctt6wrr95.5Creating accounts of diverse developmental writing paths within a Colombian major in industrial engineeringArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTREFinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Learning curve (Industrial Engineering)Educational tests and measurementsCurva de aprendizaje (Ingeniería Industrial)Mediciones y pruebas educativasWritingIndustrial engineeringEscrituraIngeniería industrialPublicationCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://dspace7-uao.metacatalogo.com/bitstreams/eda62bf8-9b26-46ff-95ff-6f8014738794/download4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81665https://dspace7-uao.metacatalogo.com/bitstreams/2454a5ee-192b-4eff-a563-ac6ac41e4678/download20b5ba22b1117f71589c7318baa2c560MD5310614/11367oai:dspace7-uao.metacatalogo.com:10614/113672024-01-19 15:30:52.689https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Autónoma de Occidentemetadata.onlyhttps://dspace7-uao.metacatalogo.comRepositorio UAOrepositorio@uao.edu.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