A Preliminary Study on Supporting Writing Transfer in an Introductory Engineering Laboratory Course
A Preliminary Study on Supporting Writing Transfer in an Introductory Engineering Laboratory Course
复制标题
工程实验导论课程支持写作迁移的初步研究
DOI：
10.18260/p.26404
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
P. Sekhar
中科院分区：
文献类型：
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作者：
Dave Kim;P. Sekhar
工程本科生在早期的学习计划中接触到写作课程，如第一年的作文（FYC）。然而，他们往往很难满足工程课程写作的期望。本研究的目的是通过更好地了解写作迁移是如何发生的，然后应用旨在支持写作迁移的教学策略，以提高工科学生的写作成绩。这张海报报告了关于提高工科大学生写作迁移的初步数据和发现。实验室报告的教学材料通知修辞的写作方法进行了试点，在介绍工程实验室课程。学生的写作质量和他们的评估分数都有所提高。基于从学生调查和修辞分析学生写作工件（工程实验室报告）进行的数据收集，学生成功地进行和/或适应，因为他们从FYC到介绍工程实验室课程的修辞策略的总结将被共享。此外，学生的观点从FYC写作转移到介绍工程实验室课程将进行讨论。
Engineering undergraduates are exposed to writing curricula such as first-year composition (FYC) in their early program of study. However, they often have difficulties meeting the expectations of writing in engineering courses. The goal for this study is to improve engineering students’ writing performances through better understanding how writing transfer occurs and then applying pedagogical strategies designed to support writing transfer institution-wide. This poster reports preliminary data and findings on improving writing transfer for engineering undergraduates. Instructional materials for lab report informed by a rhetorical approach to writing were piloted in an introductory engineering laboratory course. The quality of students’ writing and their assessment scores were found to improve. Based on the data collected from student surveys and rhetorical analysis conducted on student writing artifacts (engineering lab reports), the summary of the rhetorical strategies that students successfully carry over and/or adapt as they move from FYC to an introductory engineering laboratory course will be shared. In addition, the students’ perspectives of writing transfer from FYC to the introductory engineering laboratory course will be discussed.