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Writing in Science and Technology: An Analysis of Assignments from Ten Undergraduate Courses
Oleh:
Braine, George
Jenis:
Article from Bulletin/Magazine
Dalam koleksi:
The ESP Journal vol. 8 no. 1 (1989)
,
page 3-16.
Ketersediaan
Perpustakaan PKBB
Nomor Panggil:
405/ESP/8
Non-tandon:
tidak ada
Tandon:
1
Lihat Detail Induk
Isi artikel
If academic writing is to be taught successfully, composition teachers must be aware of what students write in the major disciplines. The numerous academic writing task surveys carried out to date have two characteristics: 1) most have used questionnaires, a somewhat unreliable data gatherling method; and 2) none have focused on the writing in science and technology, disciplines which attract the majority of foreign students, especially at the undergraduate level. This study classified sixty-one writing assignments from ten undergraduate science and technology courses. The classification was according to task and audience specifications. Most of the sample fell into the Report on a specified participatory experience category, while 25 percent of the sample specified an audience other than the course instructor. All the assignments in the sample were of a highly controlled nature. Pedagogical implications such as forming composition classes exclusively for science and technology majors and "individualizing" assignments within such classes, emphasizing contributory skills such as paraphrase and summary, and using peer critiquing to practice audience expectations are also discussed.
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