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Schreiben im Übergang von Bildungsinstitutionen

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Edited By Dagmar Knorr, Katrin Lehnen and Kirsten Schindler

Der Wechsel in neue institutionelle Kontexte wird häufig aufgrund von veränderten Kommunikationsabläufen, unvertrauten Textsorten und fehlenden Schreibroutinen als schwierig empfunden. Der Beginn eines Studiums, der Einstieg in den Beruf oder der Wechsel von einer beruflichen Position sind dafür Beispiele. Solche Übergänge sind nicht selten mit Reibungsverlusten und langwierigen Enkulturationsprozessen verbunden. Der Band versammelt Beiträge, die sich mit der Erforschung von Übergängen beschäftigen und didaktisch-methodische Konzepte zu deren Gestaltung unterbreiten. Neben schulischen, hochschulischen und beruflichen Übergängen thematisieren sie auch solche, die durch veränderte Schreibtechnologien und Schreibformate gestiftet sind beziehungsweise durch die Entwicklung neuer Sprachformen angeregt werden.

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Writing about professional writing. Students’ metacognitive awareness with regard to professional writing tasks (Jacqueline van Kruiningen / Robin de Boer)

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Jacqueline van Kruiningen and Robin de Boer (Groningen)

Writing about professional writing

Students’ metacognitive awareness with regard to professional writing tasks

Abstract: In this exploratory study, 64 university students’ metacognitive awareness with regard to professional writing tasks was investigated. The students carried out two ‘metawriting tasks’ alongside the professional writing tasks required in a client project in which they had to solve a real-life problem and write a plan of approach and an advisory report for an authentic client. The first metatask focused on the students’ metacognitions at the start of the project; the second metatask was carried out after the finalization of the project. Content analysis was conducted to analyze the students’ metacognitions in both metatexts. The results indicate that the students experience the client project as good preparation for future work, and that they particularly acknowledge the group work as a valuable component. The data show an increase in the students’ estimation of their own monitor skills with regard to group work and the writing of the plan of approach and the advisory report. In terms of the development of metacognitive genre awareness, we found that the metatexts written after finalization of the project represent more specific, more elaborate and grounded descriptions of the professional writing tasks. We also identified a subtle shift in focus from content-based genre descriptions to more text- and audience-related descriptions, and from a somewhat rigid idea about genres to a richer and more realistic idea about the...

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