Page 51 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 51
The challenge of positioning one’s research
question in the state of the art - supporting
student academic writing
Brigitte Römmer-Nossek, Olga Markič
T A Brief Introduction to Process Oriented Writing Didactics
raditionally, in Middle European Universities academic writing is not
taught, but seen as a matter of talent (Girgensohn & Sennewald, 2012). This
view is being undermined by a growing community of writing researchers
and practitioners, who see academic writing as a craft which can be learned.
As writers go through developmental stages (Bereiter and Scardamalia, 1986;
Kellogg, 2008), so do their academic texts (Steinhoff, 2007a; Pohl, 2007).
Organizing a writing (and research) project poses a challenge to the
majority of students and universities have started worrying about their
“all-but-dissertation-dropouts”. Looking at the demands of academic writ-
ing (see Figure 8), it is obvious that the ability to produce a coherent text, as
learned in school, merely provides the starting point to becoming an aca-
demic writer. In their socialization, novice academic writers are confronted
with text projects of increasing scope, both quantitatively and intellectual-
ly. Furthermore, academic writing is not a goal in itself, the writer needs to
be able to utilize it in order to further his or her research interest. In other
words, particularly in the arts, and social sciences, students have to master
writing as a thinking tool.
Some Cornerstones of Process Oriented Writing Didactics
In order to provide orientation, process oriented writing didactics (Ruh-
mann & Kruse, 2014) work with a model describing phases of a writing
51
question in the state of the art - supporting
student academic writing
Brigitte Römmer-Nossek, Olga Markič
T A Brief Introduction to Process Oriented Writing Didactics
raditionally, in Middle European Universities academic writing is not
taught, but seen as a matter of talent (Girgensohn & Sennewald, 2012). This
view is being undermined by a growing community of writing researchers
and practitioners, who see academic writing as a craft which can be learned.
As writers go through developmental stages (Bereiter and Scardamalia, 1986;
Kellogg, 2008), so do their academic texts (Steinhoff, 2007a; Pohl, 2007).
Organizing a writing (and research) project poses a challenge to the
majority of students and universities have started worrying about their
“all-but-dissertation-dropouts”. Looking at the demands of academic writ-
ing (see Figure 8), it is obvious that the ability to produce a coherent text, as
learned in school, merely provides the starting point to becoming an aca-
demic writer. In their socialization, novice academic writers are confronted
with text projects of increasing scope, both quantitatively and intellectual-
ly. Furthermore, academic writing is not a goal in itself, the writer needs to
be able to utilize it in order to further his or her research interest. In other
words, particularly in the arts, and social sciences, students have to master
writing as a thinking tool.
Some Cornerstones of Process Oriented Writing Didactics
In order to provide orientation, process oriented writing didactics (Ruh-
mann & Kruse, 2014) work with a model describing phases of a writing
51
