| Título: | Writing Tutors in the Economics Classroom: A Case Study |
| Autores: |
Marr, Bill; Wilfrid Laurier University Misser, Emmy; Wilfrid Laurier University |
| Fecha: | 2008-12-31 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | This paper reports on a pilot study that involved introducing writing tutors or writing fellows into a compulsory, third-year economics course with the intent of incorporating both writing across the curriculum and writing intensive elements. The connections and inter-relationships between writing and writing intensive courses are set out briefl y fi rst of all; the connections among writing, critical thinking, and knowledge acquisition are emphasised. The course and the writing tutor system are both described, along with their connection to the Writing Centre at the university, and then comments from the tutors and the students in the course are presented. The study appears to be successful and some thoughts to consider when introducing this system elsewhere are given.Cet article rapporte les résultats d’une étude sur l’insertion de tutrices et de tuteurs en écriture dans un cours d’économie obligatoire de troisième année. Nous établissons d’abord les liens entre écriture, pensée critique et acquisition de connaissances, puis nous décrivons le cours et le système de tutorat en écriture ainsi que le lien avec le centre d’aide en écriture de l’université. Enfi n, nous rapportons les commentaires des tuteurs et étudiants qui ont participé au cours, indiquant que l’initiative semble remporter du succès. Nous concluons l’article avec certaines considérations à envisager dans l’adoption de ce système de tutorat. |
| Idioma: | Inglés |
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