TEXTUAL PRODUCTION IN THE
KLOWLEDGE-BASED SOCIETY:
THE CASE OF THE FUTURE
SOCIAL EDUCATORS
[1] CI&DETS – Instituto Politécnico de Viseu – ESEV, Portugal. ([email protected])
[2] CI&DETS – Instituto Politécnico de Viseu – ESEV, Portugal. ([email protected])
A. I. Silva [1], J. P. Balula [2]
Teaching writing in Higher education
Results
13 -­‐ Describing academic wri.ng 100% The PISA results have been showing the difficulties in literacy of the Portuguese
young people with 15 years old. On the other hand the knowledge-based society
is demanding, in an increasing way, from the younger and the adults a capacity to
use the information emanated from several sources and available in multiples
shapes.
When the students start the higher education their needs in what concerns to their
literacy level in reading and writing become higher. To give an answer to these
needs it has been developed a program involving students of the 1st year (include
in the 1st study cycle) designated to future Social Educators of a Portuguese
higher education institution.
In this program we conceive the written work not only as a product but also as a
social dimension. It is also was taken into account the importance of the students
involvement process without neglect its in the reflection about experienced written
process.
94% 90% 80% 70% 60% 51% 50% 45% 30% 20% 9% 10% 8% Evalua2on Accurate language Context Paris, France. 11 - 13 June 2013
Assessment
Portfolio: 24 writing activities
We select 5 activities related to academic writing, totalizing 265 answers
13 – How would you
15|19 – How would you write
describe academic
the ideal introduction |
writing?
conclusion?
Access to informa.on about “how to write an introduc.on and a conclusion”. 17|21 - Proposal scheme
for the ideal introduction |
conclusion structure.
2% Mature wri2ng Textual genres Vocabulary Actors Specific rules Complex language Inves2ga2on Academic communica2on Responsability Future Portuguese Social Educators identified academic writing a specific
writing, obeying specific rules, but also underlined the importance of defining
and structuring the subject on both texts: introduction and conclusion.
15 – How would you write the ideal introduction?
19 – How would you write the ideal conclusion?
60 50 50 13% Future impact 6% Reader 38 31 30 32% Results Methodology 11% Inspira.on 8% 21% Answer ques.ons 26 28% Being cri.cal 20 14 0 13 9 77% 49% 17% 14 8 26% 72% 94% 25% 26% 16 12 15% 23% 38% Last wri.ng text 11% Research limita.ons 58% 94% Subject 30% 51% Unambiguous language 4% Inference 30% Assuming a perspec.ve 28% Using cohesive words 17% Introduc.on structure 0 17 - Students proposal for the ideal
introduction structure.
Items selected by students
Explaining the subject
Degree: Social Education (1st study cycle)
(1st year)
CU: Text Writing Techniques
-  2 classes: [53 students]
9% 6% 0% 10 Procedures
25% 23% 21% 40 1. To describe the students’ conceptions about the proposed structures to the
introduction and the conclusion;
2. To analyse the way the reflection about the written process contributes to the
development of the skills in the academic written level in the first year of a higher
course.
% 40% 41 Aims
42% Object of study
Contextualization
Critical questioning
Methodology
Selecting a corpus
Synthesize the subject
Revisit the research purposes
Critical analysis
3rd
3rd
3rd
Personal motivation
4th
Results
5th
6th
Impact in future investigation
Items selected by students
1st
2nd
4th
20 30 40 50 60 21 - Students proposal for the ideal
conclusion structure.
Distribution
3rd
10 Results
Methodology
Contextualization
4th
Future studies
Contextualization
Distribution
1st
2nd
1st
2nd
3rd
3rd
3rd
3rd
3rd
4th
Research limitations
4th
5th
Impact in future investigation
6th
4th
The outcomes of this preliminary study point the importance of the developed
work in what concerns to the introduction and the conclusion followed by a
reflection about the written process in the training society’s exigencies, in order
to be able to build knowledge (Pinho, Loureiro & Pereira, 2005).
This results recall us of the discursive dimension of teaching writing, but also de
social one (Barbeiro, 2012).
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