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首页> 外文期刊>IEEE Transactions on Professional Communication >Using a Transfer-Focused Writing Pedagogy to Improve Undergraduates’ Lab Report Writing in Gateway Engineering Laboratory Courses
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Using a Transfer-Focused Writing Pedagogy to Improve Undergraduates’ Lab Report Writing in Gateway Engineering Laboratory Courses

机译：使用以转移为重点的写作教学法来改善网关工程实验室课程中大学生的实验室报告写作

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Background: The lab report is a commonly assigned genre in engineering lab courses; however, students often have difficulties meeting the expectations of writing in engineering labs. At the same time, it is challenging for engineering faculty to instruct lab report writing because they are often under-supported in writing pedagogies and usually unfamiliar with the extent of students' prior writing knowledge. Literature review: Literature on technical communication in engineering addresses the importance of a rhetorical approach to writing instruction, as well as an emphasis on genre. Extending this literature, research into writing transfer provides valuable insight for better understanding how undergraduates negotiate the engineering lab report as a new genre within this distinct rhetorical context. Research questions: 1. How effective is a transfer-focused writing pedagogy in supporting students' understanding of the genre conventions of engineering lab reports? 2. How does the transfer-focused writing pedagogy impact students' writing quality in five categories (rhetorical knowledge, organization, evidence, critical thinking, and disciplinary conventions)? 3. What are the rhetorical features that engineering students improve or struggle with the most with lab report writing? Research methodology: Four engineering instructors and two English instructors participated in this study to design and develop the lab report writing instructional module, and implemented the module materials into their engineering lab courses. The module, consisting of lab report writing instruction and assessment resources, shares a rhetorical approach and foundational writing terms with first-year composition courses to emphasize a writing-transfer pedagogy. We collected and analyzed undergraduates' lab report samples to evaluate the impact of the module on students' writing performance. Two sets of lab reports were collected for analysis: the sample sets before (control), during the 2015-2016 academic year; and after (experimental) implementation of the module, during the 2016-2017 academic year. Results and conclusions: Data collected via pre- and post-implementation writing artifacts show that a rhetorical approach to teaching lab reports helped students better understand the expectations of the lab report as a discipline-specific genre, and it developed students' understanding of the rhetorical features of engineering writing. The pilot module positively impacted the quality of students' lab reports, a finding that suggests that using a transfer-focused writing pedagogy can successfully support the transfer and adaptation of writing knowledge into gateway or entry-level engineering laboratory courses.
机译：背景：实验室报告是工程实验室课程中经常分配的类型;但是，学生通常很难满足工程实验室写作的期望。同时，工程学院的教师要指导实验室报告写作具有挑战性，因为它们在写作教学法中经常得不到足够的支持，并且通常不了解学生的先前写作知识的程度。文献综述：有关工程学中技术交流的文献论述了使用修辞方法撰写教学说明以及强调体裁的重要性。扩展这些文献，研究写作转移为更好地理解本科生如何在这种独特的修辞语境中将工程实验室报告作为一种新类型进行谈判提供了宝贵的见解。研究问题：1.以转移为重点的写作教学法在支持学生对工程实验室报告的体裁习惯的理解上有多有效？ 2.以转移为重点的写作教学法如何在五个类别（修辞知识，组织，证据，批判性思维和纪律惯例）中影响学生的写作质量？ 3.工科学生在撰写实验室报告时能最大程度地提高或挣扎的修辞特征是什么？研究方法：4名工程指导员和2名英语指导员参加了本研究，以设计和开发实验室报告编写指导模块，并将模块材料应用于其工程实验室课程。该模块由实验室报告写作指导和评估资源组成，与一年级作文课程共享一种修辞方法和基础写作术语，以强调写作转移教学法。我们收集并分析了大学生的实验室报告样本，以评估该模块对学生写作表现的影响。收集了两组实验室报告进行分析：2015-2016学年之前（对照）的样本集;在2016-2017学年期间（实验性）实施该模块之后。结果与结论：通过实施前后的书面文物收集的数据表明，修辞方法教学实验室报告有助于学生更好地理解作为特定学科类型的实验室报告的期望，并且培养了学生对修辞的理解。工程写作的特点。试点模块对学生实验报告的质量产生了积极影响，这一发现表明，使用以转移为重点的写作教学法可以成功地支持将写作知识转移和改编为入门级或入门级工程实验室课程。

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