Akademisches Schreiben lehren und lernen – Spektren einer prozessorientierten Schreibdidaktik

Von Studierenden wird erwartet, dass sie akademische Texte verfassen können, die fachlichen und sprachlichen Anforderungen gerecht werden. Der Umgang mit fachlichen und textuellen Konventionen sowie das Schreibhandeln der Studierenden sind wichtige Bestandteile der Arbeit von Schreibzentren. Gemeinsam mit Lehrenden werden Anforderungen an Texte herausgearbeitet. Zudem werden die Anforderungen an Texte untersucht, die Lehrende an Texte stellen. Denn je besser fachliche und sprachliche Anforderungen an Texte beschrieben werden können, desto eher können diese vermittelt werden. Schreiben im Studium wird in drei Dimensionen beschrieben: das Nutzen des Schreibens für das kritische Denken, die produktive Steuerung des eigenen Schreibprozesses sowie die Kenntnis von Textkonventionen zur angemessenen sprachlichen Realisierung. Anhand von Beispielen wird gezeigt, wie die Arbeit von Schreibzentren sowohl fachübergreifend als auch in den Fächern selbst gestaltet werden kann. Die Kooperation mit Fachlehrenden ist ein wichtiger Baustein. Hinzu kommt die Arbeit mit Studierenden und die Ausbildung von Studierenden zu studentischen Schreibberater_innen und Writing Fellows. Es wird gezeigt, wie hieraus Nutzen für die gesamte Hochschule entstehen kann. Abschließend wird die derzeitige Stellung von Schreibzentren in der Hochschullandschaft kritisch beleuchtet.

Themed Section of Impacting Education Focused on CPED’s Principle

This themed section of Impacting Education (IE) focuses on the use of the Carnegie Project on the Education Doctorate’s (CPED) Guiding Principles for EdD program design. Authors in this section are CPED Writing Fellows who have been selected because of their experience around engaging the Principles in their program design. To become a Fellow each author posed a manuscript around the theme, created a draft version, and came together at the June 2017 convening to align their work with others, provide constructive feedback, and form support groups to ensure manuscript completion and acceptance. The following articles in this section are the result of this year-long process.Focusing on CPED’s Guiding Principles for Program Design offers readers of IE an understanding of the foundation of CPED’s Framework (to access these go to https://www.cpedinitiative.org/page/AboutUs) which over 100 schools of education have now used to redesign their EdD programs. These Principles were created in a collaborative effort of member faculty (Perry, 2016; Perry, Zambo, & Wunder, 2015) to move the Consortium away from a prescriptive EdD program model, toward a more flexible framework that would make professional practice preparation in education as purposeful, fluid, and meaningful as possible The result of this work was not only the Guiding Principles for Program Design but also a movement that has made CPED the first action-oriented effort working to distinguish and define the EdD as a rigorous and relevant degree for professional practice (Perry, 2010, 2012; Perry & Imig, 2008). In this themed section, manuscripts written by Writing Fellows show the impact of the principles on their EdD programs. To help readers get a grounding into the importance of this work, we provide background into the development of the principles.

Writing from the Cellar: Revisiting the Villa Isola Bella

This chapter interrogates the memorialisation of Katherine Mansfield and the complex effects of the Memorial Room at Menton for Mansfield’s legacy and for the New Zealand Writing Fellows who have inhabited it since its establishment in 1969. It argues that New Zealanders ‘have found it difficult to understand her writing and have felt unsure about how to celebrate her memory’ because of her expatriate status. Mansfield’s legacy, then, is ‘often understood to be a burden by subsequent writers’. Taking up the idea of the ‘absent-present’ in literary tourism, Magner argues that the Memorial Room forces Fellows to confront Mansfield’s legacy; yet while they frequently claim that they are affected by their residency, ‘their work does not generally reveal traces of Mansfield, showing that literary influence usually fails to occur where it might be anticipated’.