Redesigning a Discipline-Specific Writing Assignment to Improve Writing on an EMI Programme of Engineering
Artikel i vetenskaplig tidskrift, 2018

English-medium instruction (EMI) in higher education presents challenges at many different levels for educators and students. One of the challenges is disciplinary writing, as students typically study disciplinary content through, and also write in, English as a second or a foreign language. The present, exploratory intervention study uses the redesign of a writing assignment in a Master’s level engineering course at a Swedish university to investigate challenges of disciplinary writing in an EMI context. The study describes how collaboration between content and communication staff helped unpack some of the challenges that students faced. The results show that the students’ texts improved and that the redesign helped them to better adjust to a genre partially new to them. The study also underscores the value for programmes to have a clear plan for writing. The planning is likely to benefit from collaboration between disciplinary and communication faculty, as these participants bring different knowledge to the process.

Författare

Andreas Eriksson

Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation

Journal of Academic Writing

2225-8973 (ISSN)

Vol. 8 2 48-66

Ämneskategorier

Lärande

Pedagogiskt arbete

Studier av enskilda språk

Pedagogik

Lärande och undervisning

Pedagogiskt arbete

DOI

10.18552/joaw.v8i2.496

Mer information

Senast uppdaterat

2018-12-21