Orientación y evaluación de la escritura en asignaturas disciplinares. Experiencia de trabajo colaborativo docente

Abstract

This article presents the results of research conducted in 2014, at the Pontificia Universidad Javeriana Cali-Colombia. The research is based on the perspectives of Academic Literacy and Writing across the Curriculum. Writing teachers and content teachers of Engineering, Law, Medicine and Administration worked collaboratively to promote the learning of disciplinary content through significant writing assignments in four courses. The study was descriptive cross-sectional; information was collected from surveys to students, teachers’ interviews, discussion groups and document analysis. The results stand out as influential elements in the learning process by writing: assigning tasks to specific purposes and defined communicative situations; teachers’ guides through written guidance and advisory; the possibility of submitting progress of texts; and specification of the evaluation criteria. Collaborative work between writing teachers and teachers from other disciplines is seen as a strategy that can promote writing across the curriculum.