Context for Writing in Engineering Curriculum
Context for Writing in Engineering Curriculum
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工程课程写作的背景
DOI：
10.1061/(asce)1052-3928(1994)120:4(392
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发表时间：
1994
影响因子：
--
通讯作者：
K. Vaught‐Alexander
中科院分区：
文献类型：
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作者：
M. Kuhn;K. Vaught‐Alexander
技术写作教学的综合方法需要统一的教师承诺，以提高学生的写作，学生的动机，适当的写作作业，强有力的评价标准和生产性的教学技术。有效的技术写作具有某些独特的品质：明确定义的受众和目的，仔细的组织和思想发展，以及简洁准确的风格。学生可以最好地发展这些素质时，写作作业和教学中提出的工程问题解决的现实背景。作者提倡英语和工科院校合作发展学生的写作。在一个有效的合作计划中，所有的工程教师都强调在工程实践中写作的重要性，并在他们对学生写作作业的评估中，同时使用有效的教学策略，如写作草稿的同行和自我审查，一对一会议和投资组合评估。
An integrated approach to teaching technical writing requires a unified faculty commitment to improving student writing, student motivation, appropriate writing assignments, strong evaluation standards, and productive instruction techniques. Effective technical writing has certain distinguishing qualities: a clearly defined audience and purpose, careful organization and development of ideas, and a concise and accurate style. Students can best develop these qualities when writing assignments and instruction are presented in the realistic context of engineering problem solving. The writers advocate the collaborative development of student writing by both English and engineering faculties. In an effective collaborative program, all engineering instructors stress the importance of writing in engineering practice and in their evaluation of student writing assignments, while using effective teaching strategies like peer and self review of writing drafts, one‐to‐one conferencing, and portfolio evaluation.