Genres of academic writing across t

Genres of academic writing across the curriculum

A central policy issue in discussions of curriculum for writing instruction at universities is the extent to which (a) courses should be designed as preparatory to university studies, as the present ESL program was, or whether (b) responsi- bilities for writing instruction should be distributed across the curriculum, and shared by all university instructors in respect to their areas of academic specialization, rather than situated in separate writing courses. Spack (1997) and Zamel (1995), for example, have recommended that “writing across the curriculum” be a feature of all university courses, particularly for students from culturally diverse backgrounds. They have advocated pre-university ESL instructors and university professors work jointly to facilitate ESL students’ participation and learning of writing in their discipline-specific studies.
In regards to preparatory courses of writing instruction for universities, a key issue is how pedagogy incorporates the writing demands of specific text genres in academic disciplines. Russell (1997a) and Bazerman and Russell’s (2003) studies of general academic preparation writing courses for native speakers of English in American universities have suggested that such courses tend to be overly general in their content, so academic preparation writing courses need to align more specifi- cally in genre-types to the disciplines that students will pursue. Russell (1997a) recommended that courses in general academic preparation writing be provided as ongoing mainstream university courses that promote student participation and interaction with their intended disciplines of study, rather than as the unrealistic “one time pre or early entry” remedial courses intended as a “stop gap measure” to “fix” writing and writers before they enter their disciplines. Appealing to activity theory, Russell (1997a) and Bazerman and Russell (2003) advocated that the goals and content of writing programs be made discipline-specific, and thereby consistent with the actual goals and genuine academic interests of students. They claimed this approach would make students’ writing experiences meaningful and facilitate the transfer of writing skills to content-specific courses. They argued that teaching general writing skills to students without linking them to their discipline- specific studies is like teaching someone to play basketball in hopes that they will be able to transfer “general ball-playing skills” to other “ball sports” such as soft- ball and football.
Horowitz (1986), Leki and Carson (1997), Leki (2001b), and Johns (2003) have likewise called for a discipline-specific orientation in ESL courses for academic preparation, particularly attention to the genres of academic writing required in university studies. Leki and Carson’s (1997) analysis of ESL students’ impres- sions of their pre-university courses concluded that pre-university ESL (or EAP) courses should: (a) focus directly on the academic tasks that students will eventu- ally pursue; (b) be appropriately complex in their intellectual demands; and, (c) be “text responsible” in the sense of requiring students to write to real academic demands rather than for personal expression or linguistic development. Leki (2001a) extended this theme, providing multiple models of exemplary courses for academic preparation writing courses around the world while stressing the impor- tance of teaching critical thinking in relation to genre-specific tasks.

Hasil (Bahasa Indonesia) 1:

Genre penulisan akademik kurikulumMasalah kebijakan sentral dalam diskusi kurikulum untuk menulis instruksi di Universitas adalah sejauh mana () kursus harus dirancang sebagai persiapan studi Universitas, sebagai ESL hadir program ini, atau (b) responsi-bilities untuk menulis instruksi harus didistribusikan di kurikulum, dan dibagi oleh semua Universitas instruktur dalam hal daerah mereka spesialisasi akademik , daripada terletak di terpisah menulis kursus. Spack (1997) dan Zamel (1995), misalnya, telah merekomendasikan bahwa "menulis kurikulum" menjadi sebuah fitur dari semua program Universitas, khususnya untuk siswa dari latar belakang yang beragam secara budaya. Mereka menganjurkan Pra-Universitas ESL instruktur dan Dosen Universitas bekerja bersama untuk memfasilitasi partisipasi ESL siswa dan belajar menulis dalam studi disiplin khusus mereka.In regards to preparatory courses of writing instruction for universities, a key issue is how pedagogy incorporates the writing demands of specific text genres in academic disciplines. Russell (1997a) and Bazerman and Russell’s (2003) studies of general academic preparation writing courses for native speakers of English in American universities have suggested that such courses tend to be overly general in their content, so academic preparation writing courses need to align more specifi- cally in genre-types to the disciplines that students will pursue. Russell (1997a) recommended that courses in general academic preparation writing be provided as ongoing mainstream university courses that promote student participation and interaction with their intended disciplines of study, rather than as the unrealistic “one time pre or early entry” remedial courses intended as a “stop gap measure” to “fix” writing and writers before they enter their disciplines. Appealing to activity theory, Russell (1997a) and Bazerman and Russell (2003) advocated that the goals and content of writing programs be made discipline-specific, and thereby consistent with the actual goals and genuine academic interests of students. They claimed this approach would make students’ writing experiences meaningful and facilitate the transfer of writing skills to content-specific courses. They argued that teaching general writing skills to students without linking them to their discipline- specific studies is like teaching someone to play basketball in hopes that they will be able to transfer “general ball-playing skills” to other “ball sports” such as soft- ball and football.Horowitz (1986), Leki and Carson (1997), Leki (2001b), and Johns (2003) have likewise called for a discipline-specific orientation in ESL courses for academic preparation, particularly attention to the genres of academic writing required in university studies. Leki and Carson’s (1997) analysis of ESL students’ impres- sions of their pre-university courses concluded that pre-university ESL (or EAP) courses should: (a) focus directly on the academic tasks that students will eventu- ally pursue; (b) be appropriately complex in their intellectual demands; and, (c) be “text responsible” in the sense of requiring students to write to real academic demands rather than for personal expression or linguistic development. Leki (2001a) extended this theme, providing multiple models of exemplary courses for academic preparation writing courses around the world while stressing the impor- tance of teaching critical thinking in relation to genre-specific tasks.