Faculty teaching in the first and second cycle report that students preparing to write the degree project essay (det självständiga arbetet) do not have the writing and critical thinking skills needed for research writing. This presentation explores this problem area from the perspective of the psychology of written composition, which is based on the premise that composition is a studied skill that can be deliberately supported in learning environments through explicit instruction (Bereiter & Scardamalia, 2009). Writing-to-engage pedagogy, a recent development within the writing-acrossthe curriculum movement, applies this premise to university teaching and curriculum planning. It aims to help students acquire the competencies of expert writers in disciplinary contexts by teaching reflective processes through writing activities (Bean, 2011). This presentation evaluates the relevancy writing-to-engage pedagogy to higher education in Sweden through an exploratory discussion of its premises and curricular objectives. How might writing-to-engage pedagogy help faculty across the disciplines support learning objectives associated with critical thinking, inquiry, and communicative ability? How might it help them create stimulating learning environments, promote active learning, and work toward the goal of widened participation (breddat deltagande)? Results will clarify the role that writing-to-engage pedagogy could play in quality enhancement and faculty development. The presentation will conclude with a brief description of an educational developmental project currently underway at the Academic Development Centre of Örebro University.
References
Bean, J. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass.
Bereiter, C. & Scardamalia, M. (2009). The Psychology of Written Composition. New York & London: Routledge.