Donnerstag, 22. Juni 2017, 13:00 - 14:30 iCal
CTL-Lecture: „How large are disciplinary differences in student writing? Rethinking pedagogy and assessment in light of new natural language processing and phenomenological analyses“
Großer Seminarraum, , Center for Teaching and Learning / CTL
Universitätsstraße 5/3. Stock (Lift), 1010 Wien
How do students learn to write in a new discipline? In most contexts, most students (though not enough) do so without explicit instruction. I will first present corpus research I participated in that uses natural language processing tools to measure disciplinary differences in student writing (surprisingly large) and the speed with which students acquire them (within a few years).
Yet we know little about how this "uninstructed genre acquisition" occurs, what Peter Elbow called “writing without teachers.” I will suggest that phenomenological approaches to "embodied cognition"—Austrian sociologist Alfred Schutz’ concept of typification as social action, combined with French existentialist philosopher Maurice Merleau-Ponty's concept of intercorporeal “harmonization”—can help explain this uninstructed genre acquisition and suggest new ways of teaching and assessing students’ research writing. Beschreibung der Veranstaltung.
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Center for Teaching and Learning (CTL)
Erstellt am Dienstag, 09. Mai 2017, 14:53
Letzte Änderung am Donnerstag, 11. Mai 2017, 14:01