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Zürcher FachhochschuleZürcher Fachhochschule
Teaching Writing at Swiss Universities and some intercultural aspects of writing
Otto Kruse
Department of Applied Linguistics
Zurich University of Applied Sciences, Switzerland
kreo@zhaw.ch
1
Zürcher Fachhochschule
Overview
1. Zurich University of Applied Sciences, some background information
2. Example of the teaching of writing
4. Intercultural differences in writing cultures: A comparative study
5. Conclusions
Otto Kruse, ZHAW, 20102
2
Zurich Universities of Applied Sciences and Arts
Zurich, City View
3
Zurich Universities of Applied Sciences and Arts
Our eight schools
4
• School of Architecture, Design and Civil Engineering
• School of Health Professions
• School of Applied Linguistics
• School of Life Sciences and
Facility Management
• School of Applied Psychology
• School of Social Work
• School of Engineering
• School of Management and Law
3
Zurich Universities of Applied Sciences and Arts 5
Key figures
• Study programmes► 24 Bachelor’s study programmes► 12 Master’s study programmes► 9’100 students in 2010 / 2011
• Continuing education► Over 30 Master of Advanced Studies (MAS)► Over 100 Diploma and Certificate of Advanced Studies (CAS)► 4’100 students in 2010
• Research and Development / Services / Consulting► 30 research institutes and centers► Over 60 Mio CHF research funding
Zurich Universities of Applied Sciences and Arts 6
Department of Applied Linguistics
Institute of Translation and Interpretation
Institute of Applied Media Studies
Language Competence Centre
BA JournalismBA Interpretation
MA Applied Linguistics
German as a Foreign Langu-age
Foreign Langua-ges (English and Frenc)h
Centre for Acad.Writing
4
Zürcher Fachhochschule
ZHAW Centre for Academic Writing, Main Activities
Research
- Literacydevelopment
- Interculturalaspects ofwriting
- Writing in vocationalschools
Teaching
- BA Translation, OccupationalTherapy, Journalism
- MA Physio-therapy, Design
Continuing Education
Certificate of Advanced Studies in «Teaching and Tutoring Aca-demic Writing»
Curriculum Development
Supporting departments and study programs to implement writing programs
Zurich Universities of Applied Sciences and Arts
Example: A Writing course for Tanslation Students
• What do students need at the beginning of their study program? (Transition from secondary to higher education)
• Which literacy skills are characteristic for translaters?
• Which genres do they have to learn?
• Academic or not academic writing?
• How to connect with other courses on grammar, sentence construction, linguistics?
8
5
Zurich Universities of Applied Sciences and Arts
Course in Text Production
• Alternative meeting in class in in small groups
• Feedback in small groups every week
• Support from learning platform
• Portfolio in the first semester
• Creative work in the second semester
• 120 students, 8 courses of 15-20 students
• 3 languages
• 6 teachers
• 8 ECTS credit points
9
Zürcher Fachhochschule
Course in Textproduction, Overview
6
Zürcher Fachhochschule
Student Writing Competence Scales
Factor 1: General writing competence
• Writing a stilistically elegant paper
• Revising a text to make it linguistically correct
• Assessing the impact of a text on the reader
• Expressing yourself precisely
Factor 2: Discursive writing competence
• Interpreting and integrating research findings
• Understanding and reflecting on research methods
• Discussing theories
• Summarising research sources
Factor 3: Formal writing competence• Referring to sources
• Writing a bibliography
• Using the right terminology• Inserting and integrating tables and graphs in a paper
Self perceived writing competences. Environmental Studies ETH Zürich
1
2
3
4
5
0 1 2 3 4 5
Study year (N Max = 53, N Min = 20)
Ska
len
wer
te
(N M
ax=
140,
N M
in =
135)
(Ska
la 1
=fü
hle
mic
h se
hr u
nsic
her,
3=
teils
teils
, 5=
fühl
e m
ich
sehr
sic
her)
General = General writing skills
General
General
GeneralGeneral
DiscursiveDiscursive
DiscursiveDiscursive
Discursive = Discursive writing skills
Technical
Technical
Technical
Technical
Technical = Formal and technical aspects of science writing
EnglishEnglishEnglish
English
English = writing/ reading in English
7
Ausschnitt: x-Achse Studienjahre 1-3; y-Achse Skala 0-100
0
10
20
30
40
50
60
70
80
90
100
0 1 2 3 4
Studienjahre: Anzahl (N Max =20, N Min=15)(1=Studienjahr 1, 2=Studienjahr 2, 3=Studienjahr 3)
Ska
len
wer
te
(Ska
la 0
=fü
hle
mic
h se
hr u
nsic
her,
50=
teils
tei
ls,
100=
fühl
e m
ich
sehr
sic
her)
Formal
AllgemeinAllgemein
Allgemein
Formal
Formal
Diskursiv
Diskursiv
Diskursiv
Formal = Formale SprachkompetenzAllgemein = Allgemeine SprachkompetenzDiskursiv = Diskursive Schreibkompetenz
Self perceived writing competences during four study years. Health Sciences, UAS Zürich
UE - Bitte geben Sie an, wie sicher Sie sich in der jeweils genannten Kompetenz fühlen.Ausschnitt: x-Achse Studienjahre 1-4; y-Achse Skala 1-5
1
2
3
4
5
0 1 2 3 4 5
Studienjahre: Anzahl (N Min 38, N Max = 56)(1= Im 1. Studienjahr; 2 Im 2. Studienjahr; 3 Im 3. Studienjahr; 4 AbsolventInnen
Ska
len
wer
te(S
kala
1=
fseh
r un
sich
er,
2=eh
er u
nsic
her,
3=
teils
te
ils,
4= e
her
sich
er,
5=se
hr s
iche
r)
Formal
AllgemeinDiskursiv
Diskursiv
Diskursiv
Allgemein
AllgemeinAllgemein
FormalFormal
Formal
Diskursiv
Self perceived writing competences during four study years. Translation Studies, UAS Zürich, N=191
8
UE - Bitte geben Sie an, wie sicher Sie sich in der jeweils genannten Kompetenz fühlen.Ausschnitt: x-Achse Studienjahre 1-4; y-Achse Skala 1-5
1
2
3
4
5
0 1 2 3 4 5
Studienjahre: Anzahl (N Min 38, N Max = 56)(1= Im 1. Studienjahr; 2 Im 2. Studienjahr; 3 Im 3. Studienjahr; 4 AbsolventInnen
Ska
len
wer
te(S
kala
1=
fseh
r un
sich
er,
2=eh
er u
nsic
her,
3=
teils
te
ils,
4= e
her
sich
er,
5=se
hr s
iche
r)
Formal
AllgemeinDiskursiv
Diskursiv
Diskursiv
Allgemein
AllgemeinAllgemein
FormalFormal
Formal
Diskursiv
A
F
D
Self perceived writing competences during four study years. Translation Studies, UAS Zürich, N=191
Zürcher Fachhochschule
Genre Mapping Nesi et al 200813 Genre families from 2896 texts and ca. 100 genres(Nesi et al. 2008)
• Genre family Frequency • Essay 1225 • Methodology Recount 347 • Critique 319 • Explanation 198 • Case Study 194 • Exercise 114• Design Specification 92• Proposal 76 • Narrative Recount 72 • Research Report 61 • Problem Question 40• Literature Survey 35 • Empathy Writing 32
Genres and Writing practices at universities
9
Zürcher Fachhochschule
Functions of Student Writing at University
• Writing for understanding (explanations, exercises)
• Writing for argumentation (Essays)
• Developing research skills (research article, seminar paper)
• Preparing for professional practice (reviews, journalism)
• Writing for oneself (reflexions, notes)
17
Nesi, Hilary & Sheena Gardner (2012). Student Writing in Higher Education. Cambridge, UK: Cambridge University Press
Zürcher Fachhochschule
Language Regions of Switzerland and Location of Universities Studied
HEP Bejune, French
PHZH Zurich, German
SUPSI Locarno, Italian
10
Zurich Universities of Applied Sciences and Arts 19
Writing Cultures: Five Main Aspects
• Main educational genres use for teaching
• Writing practices: How is writing used for teaching/ learning?
• Attitudes towards writing as a means of learning
• Student writing competences
• Assumptions on «good writing»
Contexts of academic writing(on the basis of Jakobs 2005)
National traditions of writing in HE
Institutional writing & learning cultures (universities, institutes)
Classroom practices, teaching context, prompts
Disciplinary writing cultures
Curricular frame/ study programs
The individual writer and the text
Language cultures
11
‐2 of less
importance‐1
0 average
importance+1
+2 of more
importance
Reflection of research method(s)
Finding the relevant literature
Correct spelling and grammar
Terminological accuracy
Accurate summary of previous research
Planning the writing process
Good structure
Own point of view clear
When your students write a paper or a thesis in your discipline, what is particularly important to you?
Clicking on the zero value in the middle of the scale indicates that the item is of “average” importance to you. By moving to the right or the left of the middle, you can attribute higher or lower importance to the item.
Zürcher Fachhochschule
“When your students write a paper or a thesis in your discipline, what is particularly important to you?”
89.8 89.2 89.0 87.785.2 84.2 83.0 82.7
78.6 77.4 75.972.9 72.3
69.3 69.0 68.9 68.4 67.8 66.4 65.1 65.1 64.9 64.8 63.6 63.3 62.0
54.250.6 49.4
40.5
0
10
20
30
40
50
60
70
80
90
100
Ave
rage
rat
ings
of«I
npor
tacn
e» in
%
UTEs– all three universities
12
Zürcher Fachhochschule 23
What faculty members consider particularly important
0
10
20
30
40
50
60
70
80
90
100
PHZ HEP SUPSI
«Finding the relevant literature»
Zürcher Fachhochschule
What faculty members consider particularly important
“Accurate summary of previous research”
Mea
n r
ain
g o
f «i
mp
ort
ance
»
13
Zürcher Fachhochschule 25
What faculty members consider particularly important
«Avoidance of subjective judgments»
Per
cen
tag
e ra
tin
gs
«of
hig
h im
po
rtan
ce»
Zürcher Fachhochschule 26
What faculty members consider particularly important
«Complete bibliography»
Per
cen
tag
e ra
tin
gs
«of
hig
h im
po
rtan
ce»
14
Zürcher Fachhochschule 27
What faculty members consider particularly important
«Stylistically elegant text»
Per
cen
tag
e ra
tin
gs
«of
hig
h im
po
rtan
ce»
Zürcher Fachhochschule 28
What faculty members consider particularly important
«Text comprehensibility»
Per
cen
tag
e ra
tin
gs
«of
hig
h im
po
rtan
ce»
0
10
20
30
40
50
60
70
80
90
100
PHZ HEP SUPSI
%
15
Zürcher Fachhochschule 29
What faculty members consider particularly important
«Tables and graphs are integrated in the text»
Per
cen
tag
e ra
tin
gs
«of
hig
h im
po
rtan
ce»
Zürcher Fachhochschule
What faculty members consider particularly important
«Using writing to learn something new»
Per
cen
tag
e ra
tin
gs
«of
hig
h im
po
rtan
ce»
16
of lowimportance
of medium of high importance
Elegant language [ ] [ ] [ ]
Terminological accuracy [ ] [ ] [ ]
Objectivity [ ] [ ] [ ]
Avoiding of the first person "I" [ ] [ ] [ ]
Supporting arguments with evidence [ ] [ ] [ ]
Clear thematic structure [ ] [ ] [ ]
Basing the text on sources [ ] [ ] [ ]
Figurative language [ ] [ ] [ ]
Simple, comprehensive language [ ] [ ] [ ]
Convincing arguments [ ] [ ] [ ]
Creative ideas [ ] [ ] [ ]
Critical thinking [ ] [ ] [ ]
Students: What are the characteristics of „good writing“ in your major/subject? Please indicate how important you consider the following characteristics.
Item groups
«Language Items»• Elegant language• Figurative language• Simple, comprehensive language• Avoidance of first person («I»)«Idea organization/ structure»• Clear thematic structure• Supporting arguments with evidence• Convincing arguments• Basing text on sources«Academic values»• Creative ideas• Objectivity• Critical thinking• Terminological accuracy
17
Percentage of answ
ers «of high im
portance», N
=213
What are the characteristics of «good writing» in your major/ subject?
What are the characteristics of «good writing» in your major/ subject?
Percentage of answ
ers «of high im
portance», N
=213
18
What are the characteristics of «good writing» in your major/ subject?
Percentage of answ
ers «of high im
portance», N
=213
Percentage of answ
ers «of high im
portance», N
=213
19
0
10
20
30
40
50
60
70
80
90
100
PHZH/ German HEP/ French SUPSI/ Italian
What are the characteristics of good writing in your major/ subject?
Supporting arguments with evidence
Per
cent
age
of a
nsw
ers
«of
high
impo
rtan
ce»,
N=
213
What are the characteristics of «good writing» in your major/ subject?
Percentage of answ
ers «of high im
portance», N
=213
20
What are the characteristics of good writing in your major/ subject?
Percentage of answ
ers «of high im
portance», N
=213
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PHZ/ German HEP/French SUPSI/Italian
What are the characteristics of good writing in your major/ subject?
Creative ideas
Per
cent
age
of a
nsw
ers
«of
high
impo
rtan
ce»,
N=
213
21
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PHZH/ German HEP7/ French SUPSI/ Italian
What are the characteristics of good writing in your major/ subject?
Critical thinking
Per
cen
tag
e o
f an
swer
s «o
f h
igh
imp
ort
ance
», N
=21
3
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PHZH/ German HEP/ French SUPSI/ Italian
What are the characteristics of good writing in your major/ subject?
Basing the text on sources
Percentage of answ
ers «of high im
portance», N
=213
22
Percentage of answ
ers «of high im
portance», N
=213
What are the characteristics of «good writing» in your major/ subject?
Summary: Differences of beliefs on «good writing» between languages/ UTEs
23
Comparison University of Teacher Education (N=213) vs. University of Applied Sciences (Economy, Journalism, Health Studies) (N=659)
Comparison University of Teacher Education (UTE) (N=213) vs. University of Applied Sciences (UAS) (BA Translation) (N=191)
24
Development of beliefs on good writing Percentage of answ
ers «of high im
portance», N
=191
Percentage of answ
ers «of high im
portance», N
=191
25
Percentage of answ
ers «of high im
portance», N
=191
26
Percentage of answ
ers «of high im
portance», N
=191
Percentage of answ
ers «of high im
portance», N
=191
27
Conclusions
• Intercultual differences are smaller than we expected
• New developments (Enfluence of English, Internationalization) seem to overlap the traditions
• More concern with language in the French speaking (Romance?) countries
• More concern with creativity in Italian students (second. Education?)
• Differences between disciplines seem larger than between countries and universities
• Variation within study programs seem higher than within countries and university types and probably also higher than within disciplines
THANK YOU FOR YOUR ATTENTIONThe End
28
Zürcher Fachhochschule 55
Differences in faculty members’ view on what is «particularly important for writing» (Kruskal-Wallis-Test)
Asymp. Sig.
p <.05
PHZH/German HEP/French SUPSI/Italian
Mean ValueThorough evaluation ofsources
.001 58.5 66.6 79.2
Keeping to schedule .003 62.1 78.3 55.0
Avoidance of subjectivejudgements
.004 58.6 85.0 58.5
Using writing to learn something new
.007 71.1 53.3 73.6
Text comprehensibility .008 90.2 78.3 92.4
Finding the relevant literature .009 73.5 90.0 75.7
Tables and graphs are integrated in the text
.011 56.1 33.3 52.9
Stylistically elegant text .019 53.8 45.0 58.3
Zürcher Fachhochschule
References
Clark, William (1989). On the dialectical origins of the research seminar. History of Science, 27, 111-154
Kruse, Otto (2006): The origins of writing in the disciplines. Traditions of seminar writing and the Humboldtian ideal of the research university. Written Communication 23, 3, 331-352.
Kruse, Otto (2007). Keine Angst vor dem leeren Blatt. Ohne Schreibblockaden durchs Studium. Frankfurt: Campus.
Olesko, Kathryn M. (1991). Physics as a calling. Discipline and practice in the Königsberg Seminar for Physics. Ithaka, NY: Cornell University Press. Pohl, Thorsten (2009). Die studentische Hausarbeit. Rekonstruktion ihrer ideen- und institutionsgeschichtlichen Entstehung. Heidelberg: Synchron Publishers.
Rueegg, Walter (Ed.) (2004). A history of the university in Europe. Volume III. Universities in the nineteenth and early twentieth centuries (1800-1945). Cambridge, UK: Cambridge University Press.
Schleiermacher, Friedrich (1808/ 1956). Gelegentliche Gedanken über Universitäten im deutschen Sinn. Reprinted in E. Müller (Ed.), Die Idee der deutschen Universität. Die fünf Grundschriften aus der Zeit ihrer Neubegründung durch klassischen Idealismus und romantischen Realismus. (pp. 221-308): Stuttgart: Gentner Verlag. Otto Kruse, ZHAW, 2010
56
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Zürcher Fachhochschule
The Shift from Oral Teaching to Writing
• Oral traditions from the medieval university
• Disputation as a way of creating knowledge
• Theses or dissertations as incentives for disputation
• The seminar paper as a genre training discourse practices
• The first dissertation (PhD) around 1830, University of Berlin
Otto Kruse, ZHAW, 201057
Zürcher Fachhochschule
University Studies in the Humboldt Tradition
• Scientific or scholarly thinking as the main aim of higher education (today: critical thinking)
• Little reglementations, few examinations
• No vocational orientation; learning oriented on „Erkenntnis“ (insights, understanding, knowledge building)
• Connection of research and teaching
• Research-oriented learning practices in laboratories and seminars
• University studies as immersion into a knowledge community
• Early disciplinary specialization
Otto Kruse, ZHAW, 201058
30
Zürcher Fachhochschule
The First Research Seminar (1787-1806) by Friedrich August Wolf
• Small institutions with extra funding
• Seminar library for exclusive use of the seminarians
• Allowing students study original sources as well as research publications
• Demanded active involvement in research activities
• Teaching was done in small groups (8 – 15 selected participants)
• Part of the teaching was done by the students themselves
• Papers had to be written in regularly intervals and were discussed among the participants
• Allowed independent, self-directed studies
• Made use of “exercises” for competence-oriented teaching in class
• Located the teaching within the context of a disciplineOtto Kruse, ZHAW, 2010
59
Zürcher Fachhochschule
Aims of the Seminar of Mathematics and All SciencesUniversity of Halle, 1839
… to instruct students to self-study and to presentation skills in the respective science with special relation to the education of such students … who are able to contribute something not only to the reproduction but also to the expansion of the science itself.
Otto Kruse, ZHAW, 201060
31
Zürcher Fachhochschule
Development of Seminar Teaching in Prussia/ Germany
• 1812 first new research seminar at the University of Berlin
• 1812 – 1871 ca. 50 seminars in philology, history, religious studies, German studies, mathematics and the sciences
• All seminars demanded writing of seminar papers, which were discussed in class
• All seminar papers were supposed to be based on some kind of research activity and on the study of original sources
• All seminars had a set of regulations which was approved by the ministery of education
• After 1900 seminars became part of all study programs and were open to all students
• Vertical differentiation: introductory, regular, main/ upper seminars
61
Zürcher Fachhochschule
Seminars are Training the Abilities …
• to evaluate research literature
• to understand and use research methods
• to create or synthesize knowledge
• to present knowledge in the discursive frameworks of a discipline
• to communicate knowledge to a discourse community
• to relate knowledge to the systematics of a discipline
• to manage complex writing projects
• to interact and collaborate with peers
• to choose own topics and follow own interests
Otto Kruse, ZHAW, 201062
32
Zürcher Fachhochschule
Genre DescriptionsSeminar of All Sciences, Bonn 1825
Seminar papers could consist of …
1. A scholarly and literary proof or a systematic compilation of theories or experiences from the field of science
2. A description of one’s own observations or experiments3. New conclusions, deduced from known observations or
experiments 4. An appropriate critique of a theory5. A judgemental evaluation, refutation or extension of the work
presented by other seminar members.
Otto Kruse, ZHAW, 201063
Zürcher Fachhochschule 64
Seminar Paper, Core FeaturesHelmut Gruber (2006)
• Unified style and layout
• Academic way of presenting knowlidge/ style
• Clear structure („roter Faden“)
• Scholarly/ scientific argumentation and own position
• Use of sources and appropriate ways of citation
33
Zürcher Fachhochschule
Table 1: Writing in the Disciplines at the University of Munich
Undergraduate level
(Grundstudium)
Graduate level
(Hauptstudium)
Theology 89% 94%
Law 93% 92%
Economics 23% 79%
Medicine 9% 14%
Philosophy 86% 95%
Psychology 71% 83%
Sociology 100% 100%
Mathematics 56% 76%
All faculties 48% 62%
Percentages of professors using student writing (seminar papers) for assessment. From Ehlich/ Steets (2003)
65
Zürcher Fachhochschule
Problems of Seminar Teaching in the 20th Century
• Little meta-discourses seminar teaching and seminar writing until 1990
• After 1960: Dramatic increase in student numbers; high numbers of participants
• Little support for student writing and other skills (like presentation techniques or self-management)
• Anti-pedagogical attitude: Seminars as a research practice, not as a purposefully organized teaching
• Ritualization of seminar teaching without questioning the purpose or forms of teaching
• Result: Erosion of seminar teaching
Otto Kruse, ZHAW, 201066
34
Zürcher Fachhochschule
Bologna Process: Core Elements
• BA/ MA structure and 3 study cycles
• ECTS system
• Employability
• Increased mobility
• Modularization
• Competence-orientation and student-centered teaching
• Continuous assessment
• Qualification frameworks and cccreditation boards
------------------------ Not on the core field of Bologna agenda
• Research-oriented learning
• Critical thinking
Otto Kruse, ZHAW, 201067
Zürcher Fachhochschule
From Critical Thinking to Competence Orientation
• Critical thinking as meta-competence
• Learning in student responsibility
• Disciplinary socialisation
• Self-manageded intellectual development
Paradigm „competence orientation“
• Training of specific competences
• Learning in the responsibility of the curriculum
• Orientated on professional education
• Output-orientation und continuous examinations (external control of intel-lectual development)
Paradigm „critical thinking“
Otto Kruse, ZHAW, 201068
35
Zürcher Fachhochschule
Changes in student writing due to the Bologna Reform
• Less writing because of other assessment procedures
• Less autonomy for writing
• Less open assignments
• More risks for failure
• More writing because more assessments are necessary
• Closer guidance for writing
• Better delineated designments
• Clear deadlines
Chances Problems
Otto Kruse, ZHAW, 201069
Zürcher Fachhochschule
Critical thinking and research-oriented learning in the European Qualifications Framework EQF
•
Knowledge Skills Competence
BA
Level
… a critical understandingof theories and principles
… solve complex and unpredictable problemsin a specialized field …
… decision-making in unpredictable work or contexts …
MA
Level
… specialized knowledge …as the basis for original thinking …
Specialized problem-solving skills required in research and/or in innvovation …
Manage and transform … contexts that are unpredictable and require new strategic approaches
Key terms in the description of learning outcomes according to EQF
(2008)
Otto Kruse, ZHAW, 201070
36
Zürcher Fachhochschule 71
Variations of critical thinking
Self-reflective thinking Systemic
thinking
Dialectical thinking
Political thinking
Sceptical thinking
Independent thinking
Critical Thinking
Systema-tic thinking
Zürcher Fachhochschule 72
Cognitive aspects:, Self-reflexion, meta-kognitive regulation of thinking
Epistemologic Aspects:Constructing knowledge, probability, heuristics, truth
Social Aspects: Discourse, Discussion, Rhetoric
Integration into Personality: Positions, Ethik, Emotions, Attitudes
Informal logic and argumentation:inferences, conclusions, generalizations, logical mistakes
Methodological Aspects: Ways of obtaining valid knowledge
Aspects of critial
thinking
Quality criteria: Accuracy, rationality, thoroughness etc.
37
Zürcher Fachhochschule 73
Academic writing as a way of learning critical thinking
• Writing demands a creative product thus engaging learners actively
• Writing confronts students with all relevant problems of knowledgecreation (content issues, research, rhetorical, linguistic, locigal, communciative problems)
• Writing demands finding access to unclear, open topics
• Writing as a window into the thinking process
• Writing as a way of socialization into a community of peopleconnected by certain ways of thinking
• Writing as a way of developing expertise
Zürcher Fachhochschule
Writing in Higher Education, the Beginnings
• First studies: Global differences in national thinking styles or intellectual habits (Kaplan1966, Clyne 1987)
• Writing is effected by several contextal conditions –educational setting, institution, discipline, national educational system, language
• In Europe: Student writing connected with national educational systems plus different languages
• Globalization and European developments like the Bologna process reverse this trend
• Dominance of English affects science publication but has less impact on student writing
38
Zürcher Fachhochschule
However, in spite of writing as a main way of student learning
• No explicit teaching of writing
• Mainly learning from peers
• Many students displayed writing problems
• Lange numbers of drop-outs because of writing
• Little progress in writing skills
75
Zürcher Fachhochschule
Genre Mapping as Corpus Analysis (Nesi et al. 2008)
• Collection of student papers (graded assignments)• From 33 departments• Final corpus of 2,761 assignments• from 627 student contributors,• totalling 2896 independent texts (6,514,776 words).
39
Zürcher Fachhochschule 77
Sample size and response rates (Faculty)
* Estimations
University sent outResponses
NResponse
rate %
PHZ/ German 135 33 24.4
HEP/ French 62* 15 24.2
SUPSI/ Italian 80* 36 45.0
Total 277 84 30.3
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