Genre and Cognitive Development : Beyond Writing to Learn

Bazerman, Charles

doi:10.4000/pratiques.1419

Cited by 89 publications

(69 citation statements)

References 24 publications

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“…Nevertheless, Bazerman's (2007) theory that, following Vygotsky (1997), genres 'provide highly differentiated, scaffolded communicative spaces in which we learn the cognitive practices of specialized domains' is to some degree supported by this case study. Genres appeared to scaffold development by directing attention and focusing motivation −and this in spite of the fact that students were in another course, another discipline.…”

Section: Conclusion: Genres Media and Developmentmentioning

confidence: 79%

“…The present study provides some evidence for Bazerman's (2009) theory from a case study of students in engineering. But it goes further to suggest that written genres (or indeed genres in any one medium) may be limited in their capacity to support the cognitive change from quantitative accumulation of facts, data, information and other discrete learning characteristic of general schooling to the qualitative development of disciplinary understanding that genres, Bazerman (2009) theorizes, support and enable.…”

Section: Theoretical Framementioning

confidence: 96%

“…In this sense, the students came to view more of their intellectual landscape in terms of what they considered to be engineering. It appears that, as Bazerman's (2009) theory suggests, genres scaffolded students' development as engineers. Knowledge (of farming, of engineering) was a necessary precondition, but it was the genres that gave students the sense of the field, and a sense of themselves as engineers.…”

Section: Ensembles Of Genres In Various Media In the Genre Ecology Ofmentioning

confidence: 99%

“…This very preliminary re-analysis of data, as suggested by Bazerman's (2007) theory, has many limitations. In addition to it being a case study with small numbers and only two disciplines involved, it is specifically a 'bellweather' case, designed to create a context where connections were possible.…”

Section: Conclusion: Genres Media and Developmentmentioning

confidence: 99%

“…External cultural tools (e.g., genres) that become internalized have the potential for refiguring prior engagements with the material and social worlds. Bazerman (2009) argued that genres as are important to this qualitative shift from accumulated learning to cognitive refiguration or development. External tools, such as genres, that students internalize have the potential to refigure engagement with the world.…”

Section: Theoretical Framementioning

confidence: 99%

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Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory

Russell

Harms

2010

Rev. signos

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Abstract:What is the relationship between medium and genre in learning and development? North American genre theory suggests following Miller (1984Miller ( , 1994 that genre is social action. Genres evoke expectations, direct attention, guide action and suggest 'what motives we may have.' Yet the relationship between media and genres, as Miller suggested at SIGET IV (1997), is complex. The blog, for example, quickly evolved from being one genre to many genres and, today, might be said to be a medium more than a genre. Bazerman at SIGET IV (2007) argued, following Vygotsky (1997), that genres −particularly written genres− 'provide highly differentiated, scaffolded communicative spaces in which we learn the cognitive practices of specialized domains.' This paper provides some evidence for Bazerman's theory from a case study of students in engineering. It shows how genres may scaffold development by directing attention and focusing motivation to ensembles of genres in a range of media, and repay greater study.Key Words: Genre, media, engineering education, writing-to-learn, writing across the curriculum. Palavras-Chave: Gênero, mídia, ensino de engenharia, escrever-para-aprender, escrita através do currículo. Revista Signos Géneros, medios, y comunicación para aprender en las disciplinas: La teoría del desarrollo de Vygotsky y la teoría del género norteamericanaResumen: ¿Cuál es la relación entre el medio y el género en el aprendizaje y en el desarrollo? La teoría del género norteamericana sugiere, siguiendo a Miller (1984, 1994), que el género es acción social. Los géneros evocan expectativas, dirigen la atención, guían la acción y sugieren qué motivos podemos tener. Sin embargo, la relación entre los medios y los géneros, como lo propuso Miller en la SIGET IV (1997), es compleja. El blog, por ejemplo, se transformó rápidamente de ser un género a muchos géneros y, en la actualidad, se podría decir que es un medio antes que un género. Bazerman, en la SIGET IV (2007) sostenía, siguiendo a Vygotsky (1997), que los géneros −en especial lo géneros escritos− proporcionan espacios comunicativos de andamiaje muy diferenciados en los cuales aprendemos las prácticas cognitivas de dominios especializados. Este trabajo entrega evidencias de la teoría de Bazerman a partir de un estudio de caso en el cual participaron estudiantes de ingeniería. Demuestra cómo los géneros pueden proporcionar andamiaje para el desarrollo al dirigir la atención y centrar la motivación en conjuntos de géneros en un espectro de medios y cómo los géneros pueden prestarse para análisis más profundos.Palabras Clave: Género, medios de comunicación, educación en las ingenierías, producción escrita para aprender, la producción escrita a través del currículo.229

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Section: Conclusion: Genres Media and Developmentmentioning

confidence: 79%

Section: Theoretical Framementioning

confidence: 96%

Section: Ensembles Of Genres In Various Media In the Genre Ecology Ofmentioning

confidence: 99%

Section: Conclusion: Genres Media and Developmentmentioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

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Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory

Russell

Harms

2010

Rev. signos

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The Key Practice, Discuss and Debate Ideas: Conceptual Framework, Literature Review, and Provisional Learning Progressions for Argumentation

Deane

2015

ETS Research Report Series

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In this paper, we provide a comprehensive literature review on the development of key argumentation skills to lay a foundation for a framework of the key practice, discuss and debate ideas, which is centrally involved in the expectations for academic reading and writing. Specifically, the framework includes 5 phases of core activities and related sets of argumentation skills, and for each set of skills, a provisional learning progression is designed to identify qualitative shifts in the development of critical argumentation skills informed by the developmental literature. These learning may have the potential to support teachers' instructional decisions that effectively scaffold their students to the next level.

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English at the University of Iceland: Students’ Perceptions and Practices

Arnbjörnsdóttir

2020

Language Perceptions and Practices in Multilingual Universities

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Genre and Cognitive Development : Beyond Writing to Learn

Cited by 89 publications

References 24 publications

Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory

Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory

The Key Practice, Discuss and Debate Ideas: Conceptual Framework, Literature Review, and Provisional Learning Progressions for Argumentation

English at the University of Iceland: Students’ Perceptions and Practices

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