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1 Zürcher Fachhochschule Zürcher Fachhochschule Teaching Writing at Swiss Universities and some intercultural aspects of writing Otto Kruse Department of Applied Linguistics Zurich University of Applied Sciences, Switzerland [email protected] 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, 2010 2

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Page 1: Teaching Writing at Swiss Universities and some ...protextos.web.ua.pt/wp-content/uploads/2013/11/2012-07-16-OttoKruse.pdf · Teaching Writing at Swiss Universities and some intercultural

1

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

[email protected]

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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‐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

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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

»

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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»

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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

%

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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»

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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

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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

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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

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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

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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

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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

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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 

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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)

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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

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Percentage of answ

ers «of high im

portance», N

=191

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Percentage of answ

ers «of high im

portance», N

=191

Percentage of answ

ers «of high im

portance», N

=191

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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

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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

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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

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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.

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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

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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

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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.

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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

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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)

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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

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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

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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“

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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

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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)

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Variations of critical thinking

Self-reflective thinking Systemic

thinking

Dialectical thinking

Political thinking

Sceptical thinking

Independent thinking

Critical Thinking

Systema-tic thinking

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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.

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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

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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

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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).

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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