Localizing writing initiatives

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Localizing writing initiatives

  1. 1. Localizingwriting initiatives Charlyne Sarmiento Vera Lúcia Cristovão Elizabeth Narváez-Cardona
  2. 2. Goal:Reflecting upon different institutional contexts andhighlighting opportunities for WAC/WID movements. Activities:1. Demystifying situated genres by localizingassessment criteria.2. Finding opportunities to mobilize emergingColombian writing centers.3. Identifying possibilities for curriculumimplementations in writing courses in Brazilian HigherEducation contexts
  3. 3. Contextual Background California Institute of Technology Hixon Writing Center• History of Writing Center• History of First Year Composition at Caltech• Culture of Writing
  4. 4. Writing in Core CurriculumThe singular use of "Ability" reduces student development of writing to onegeneralized skill that can be transferred to multiple disciplines or settings.
  5. 5. “Writing Effectively”
  6. 6. Developing a Writing Culture
  7. 7. Context of the teaching of writing in first language and foreign language (English) in Brazil
  8. 8. Figures on Higher Education in BrazilNumber of universities in Brazil: …………………………..2,365 in the public sector…………. 284 in the private sector……….. 2,081Number of students at Higher Education: …………..6,739,689 in the public sector………….1,773,315 in the private sector………..4,966,374Number of courses………………………………………….......30,420Number of teachers………………………………………………378,257 in the public sector…………. 150,815 in the private sector………….227,442There are no general education requirements in Brazilian HigherEducation... http://portal.inep.gov.br/superior-censosuperior-sinopse
  9. 9. ESP PROJECT AT UNIVERSITIES IN BRAZIL: in the 1970s and 1980shttp://www4.pucsp.br/pos/lael/cepri l/workingpapers/BrazilianESP.pdfThe emerging status of English as a Lingua Franca in Brazil has fostered discussionsand new proposals regarding the teaching of writing. This is what has happened atmy university.
  10. 10. ActivityWe have reproduced two abstracts of papers referringto the teaching of writing both in the first language(Portuguese) and in a foreign language (English, in this case).A. Choose one of them and make comments on theliteracy practices that you can infer that are beingoffered in Brazilian Higher Education.B. Reflect upon the experience about the University ofWisconsin – Madison, and identify possibilities forcurriculum implementations in writing courses inBrazilian Higher Education contexts.
  11. 11. Camargo, Márcio José Pereira de, & Britto, Luiz Percival Leme. (2011). Vertentes doensino de português em cursos superiores. Avaliação: Revista da Avaliação daEducação Superior (Campinas), 16(2), 345-353. Retrieved January 22, 2013,from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1414-40772011000200006&lng=en&tlng=pt. 10.1590/S1414-40772011000200006.
  12. 12. … CHAPTER 9.ACADEMIC LITERACIES IN THE SOUTH: WRITING PRACTICES IN A BRAZILIAN UNIVERSITYBy Désirée Motta-RothFederal University of Santa Maria (Brazil)Abstract: Paulo Freire (2000, p. 46), the renowned Brazilian educator, once stated that “onelearns to read by reading.” To understand what writing does, we need to experience interactionmediated by writing. In this essay I focus on the importance of learners’ participation inacademic activities for the development of academic literacies: the material and symbolic actsthat (re)produce verified knowledge, associated with higher education. I will give an overviewof the writing practices at the Federal University of Santa Maria (Universidade Federal deSanta Maria or UFSM), where I have been investigating and teaching academic writing since1994. The essay starts with a brief history and mission statement about the university. Thesecond section brings a general description of writing at UFSM in relation to why and in relationto what goals this writing occurs. In the third section, I analyze English undergraduate andApplied Linguistics graduate students’ answers to a questionnaire about their literacy practices.The essay closes with a description of the principles for a writing program and a note onambitions and frustrations regarding writing pedagogy in my local context. Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha. 2012. Writing Programs Worldwide: Profiles of Academic Writing in Many Places. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at http://wac.colostate.edu/books/wrab2011/

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