Keys to a successful writing program: a qualitative study / Claves para un programa de escritura de éxito: estudio cualitativo
DOI:
https://doi.org/10.17398/1988-8430.37.161Palabras clave:
Programa de escritura; educación superior; expertos; análisis cualitativo; entrevistas cognitivasResumen
La enseñanza de la escritura académica ha sido un tema relevante en las universidades de Estados Unidos desde hace más de 50 años. El sistema de educación superior español, sin embargo, no ha abordado esta cuestión hasta hace poco y todavía no existen programas de escritura institucionalizados en España. Este artículo pretende definir qué es escribir bien y describir los elementos clave para la creación de un programa que promueva la escritura en las universidades españolas. Para ello, hemos seguido una metodología cualitativa, concretamente las entrevistas cognitivas, con el objetivo de conocer las experiencias de 26 expertos/as estadounidenses. Se diseñó un protocolo ad hoc para preguntar a los expertos/as por los elementos relevantes en el diseño de un programa de escritura y entender los argumentos que sustentaban sus respuestas. Las entrevistas se analizaron con Q-notes, donde se compararon y se relacionaron las respuestas de los participantes. Los resultados demostraron que escribir bien es retórico y contextual. Además, los expertos/as destacaron la importancia de comprender el contexto en el diseño de un programa de escritura. Los resultados se agrupan según las diferentes fases de creación del programa y se reflejan en un diagrama. Finalmente, se abordan los retos y recursos necesarios.
Abstract
Teaching academic writing has been a relevant issue in universities all over the United States for more than 50 years now. The Spanish higher education system, however, has not addressed this question until recently and there are still no institutionalized writing programs in Spain. This paper aims to define “good writing” and to describe the key elements needed for the creation of a writing program in order to promote writing at Spanish universities. To do that, we followed a qualitative methodology, specifically the method of cognitive interviews, with the aim to learn from experiences of 26 US experts. An ad hoc protocol was designed to ask experts about all the relevant elements when designing a writing program and to understand the arguments supporting their responses. Interviews were analyzed using the Q-notes software where the participants' responses were compared and connected. Results showed that there is not a fixed definition of good writing as it is rhetorical and contextual. Moreover, experts emphasized the importance of understanding the institutional context when designing a writing program. Findings were grouped according to the different steps of the creation of the program and were reflected in a flowchart. Challenges and the main resources are discussed.
Keywords: writing program; higher education; expertise; qualitative analysis; cognitive interview methodology
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