Challenges in designing and implementing first-year academic reading and writing workshops
DOI:
https://doi.org/10.52292/csl5420244676Keywords:
academic literacy practices, first-year university students, disciplinary approachAbstract
Based on different socio-cultural approaches to literacy practices, this paper aims to contribute to current debates about teaching academic reading and writing. It discusses the design of a first-year writing-in-the-disciplines course from a socially responsible and committed perspective. The experience has shown that a focus on scientific concepts and their treatment in academic genres cooperates with epistemological transformations in students. It has also been observed that multimodal resources such as films are powerful tools in promoting the comprehension of theoretical notions and their relations with vital experiences. Finally, it has been found that academic writing appears to be a problematic practice for first-year students as it challenges their previous conceptions of written text production.
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