The function and effectiveness of written composition in the texts of Hungarian university students
DOI:
https://doi.org/10.21030/anyp.2009.1.1Keywords:
first-language pedagogy, written text production, text analysis, learning, higher educationAbstract
With the expansion of higher education in Hungary, the need for instruction in academic writing
has also emerged. Few studies provide a basis for addressing this need, however, by examining
Hungarian students’ knowledge of text production, their writing abilities, or the expectations
their texts have to live up to. This study examines whether the writing ability of students is
appropriate for their texts to serve as a basis of evaluation in higher education. The qualitative
analysis of seminar papers collected from 4th year university students (N=27) is presented, and
complemented with a case study. The findings highlight student needs related to conceptual
processes and operations in writing.
References
Bereiter, Carl – Scardamalia, Marlene 1987. The psychology of written composition. L. Erlbaum Associates. Hillsdale.
Björk, Lennard – Bräuer, Gerd – Rienecker, Lotte – Jörgensen, Peter Strav (eds.) 2003. Teaching academic writing in European higher education. Kluwer Academic Press. Dordrecht. https://doi.org/10.1007/0-306-48195-2
Buss, Kathleen – Karnowski, Lee 2002. Reading and Writing Nonfiction Genres. International Reading Association. Newark.
Csíkos Csaba 2007. Metakogníció: A tudásra vonatkozó tudás pedagógiája. Műszaki Kiadó. Budapest.
Flower, Linda – Hayes, John R. 1980. The dynamics of composing: Making plans and juggling constraints. In: Gregg, Lee W. – Steinberg, Edwin R. (eds.) Cognitive processes in writing. Lawrence Erlbaum Associates. Hillsdale. 31–50.
Galbraith, David 1996. Self-monitoring, discovery through writing and individual differences in drafting strategy. In: Rijlaarsdam, Gert, Bergh – Huub van Den – Couzijn, Michel (eds.) Theories, models and methodology in writing research. Amsterdam University Press. Amsterdam. 121–140.
Galbraith, David 1999. Writing as a knowledge-constituting process. In: Torrance, Michael – Galbraith, David (eds.) Knowing What To Write: Conceptual Processes In Text Production. Amsterdam University Press. Amsterdam. 139–160.
Galbraith, David – Torrance, Michael – Hallam, Jenny 2006. Effects of writing on conceptual coherence. Proceedings of the 28th Annual Conference of the Cognitive Science Society. 1340–1345. http://www.cogsci.rpi.edu/CSJarchive/Proceedings/2006/docs/p1340.pdf (2009. január 25.)
Golebiowski, Zofia 1998. Rhetorical approaches to scientific writing: An English–Polish contrastive study. Text 1: 67–102. https://doi.org/10.1515/text.1.1998.18.1.67
Hayes, John R. 1996. A new framework for understanding cognition and affect in writing. In: Levy, C. Michael – Ransdell, Sarah (eds.) The science of writing: Theories, methods, individual differences and applications. Lawrence Erlbaum Associates. Mahwah. 1–27.
Kostouli, Triantafillia (eds.) 2005. Writing in context(s): textual practices and learning processes in sociocultural settings. Springer. New York. https://doi.org/10.1007/0-387-24250-3
Molnár Edit Katalin 2001. Fogalmazás és tanulás. In: Csapó Benő – Vidákovich Tibor (szerk.) Neveléstudomány az ezredfordulón: Tanulmányok Nagy József tiszteletére. Tankönyvkiadó, Budapest. 225–234.
Molnár Edit Katalin 2002. Az írásbeli szövegalkotás. In: Csapó Benő (szerk.) Az iskolai műveltség. Osiris. Budapest. 193–216.
Molnár Edit Katalin 2006. Írás–tudás: Tanár szakos egyetemi hallgatók szövegalkotási képessége és pedagógiai tudása. Előadás: IV. Pedagógiai Értékelési Konferencia. Szeged, 2006. 04. 20–22.
Molnár Edit Katalin 2008a. Mi a feladat? Pedagógia szakos diákok értelmezései és megoldási stratégiái írásbeli elemzési és értékelési feladatokban. Előadás: VI. Pedagógiai Értékelési Konferencia. Szeged, 2008. 04. 11–12.
Molnár Edit Katalin 2008b. Az egyetemi szemináriumi dolgozat mint tanulási alkalom: esettanulmány. Előadás: VII. Országos Neveléstudományi Konferencia. Budapest, 2008. 11. 13–15.
Molnár, Edit Katalin – Vidákovich, Tibor – Cs. Czachesz, E. 2001. Writing development: The role of school-related and socio-cultural factors. [Iskolai és szociokulturális tényezők szerepe a fogalmazási képesség fejlődésében] Előadás: 9. European Conference for Research on Learning and Instruction. Freiburg, 2001. 08. 24–30.
Monroe, Jonathan 2007. Writing, assessment and the authority of disciplines. L1 Educational studies in language and literature 2: 59–88. http://l1.publication-archive.com/public?fn=enter&repository=1&article=206 (2009. január 25.) https://doi.org/10.17239/L1ESLL-2008.08.02.02
Nagy József 2007. Kompetencia alapú kritériumorientált pedagógia. Mozaik, Szeged.
Orosz Sándor 1972. A fogalmazástechnika mérésmetodikai problémái és országos színvonala. Tankönyvkiadó. Budapest.
Reuter, Yves – Lahanier-Reuter, Dominique 2007. Analyzing writing in academic disciplines: a few concepts. L1 Educational studies in language and literature 2: 47–57. http://l1.publication-archive.com/public?fn=enter&repository=1&article=205 (2009. január 25.)
Shaugnessy, Mina P. 1977. Errors and expectations. Oxford University Press. New York.
Smagorinsky, Peter (ed.) 2006. Writing in School Contexts. [Tematikus szám.] L1-Educational Studies in Language and Literature 2. https://doi.org/10.17239/L1ESLL-2006.06.02.01
Torrance, Michael – Waes, Luuk van – Galbraith, David (eds.) 2007. Writing and cognition: research and applications. Elsevier. Amsterdam. https://doi.org/10.1163/9781849508223
Tóth Beatrix 2008. Fogalmazástanítás – miért és hogyan másképpen? Anyanyelv-pedagógia 1. https://doi.org/10.21030/anyp.2008.1.2
Tynjälä, Päivi – Mason, Lucia – Lonka, Kirsti (eds.) 2001. Writing as a learning tool. Integrating theory and practice. Kluwer Academic Publishers. Amsterdam. https://doi.org/10.1007/978-94-010-0740-5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2009 Edit Katalin Molnár
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The copyright of articles published in the journal belongs to the author. The journal has the right of first publication. The published work is licensed under Creative Commons License “Attribution-NonCommercial 4.0 International" (CC BY-NC 4.0). This means that copying, redistribution, remixing, transformation and building upon the published work is allowed for any purpose except commercial purposes as long as proper credit is given to the author, a link to the licence is provided, and any changes made to the original work are indicated.
The journal Anyanyelv-pedagógia [First Language Pedagogy] does not charge authors any fees for the processing, submission, or publication of articles. All writings published in the journal become freely accessible immediately after their publication.