Resumen de Pedagogical strategies to promote the development of graduate engineering students as disciplinary writers
S. L. Gassman, Michelle A. Maher, Briana E. Timmerman
Ability to write for disciplinary publication is a hallmark of disciplinary expertise. This article reports on the pedagogicalstrategies used in a semester-long graduate course offered to facilitate engineering students’ production of a manuscriptready, or near ready, for submission to a peer-reviewed engineering journal at semester’s end. Strategies of structureoriented students to the foundational components of a journal manuscript. Strategies of evaluation oriented students toself- and peer-evaluation, in preparation for the broader peer-review process that occurs upon manuscript submission.Each strategy presented was identified as instrumental in developing students’ disciplinary writing skills and knowledge.However, each strategy appeared to have a window of heightened effectiveness, depending upon the level of a student’sprevious writing experience. This article describes pedagogical strategies that support disciplinary writing developmentand considers the effect of initial differences in writing ability in terms of the use and timing of these strategies.
