Writing Specialized Genres -Its Relation to Disciplinary Identity. A Case Study in Industrial Engineering

Emilce Moreno Mosquera

doi:10.17533/udea.ikala.v24n02a04

Authors

Emilce Moreno Mosquera Pontificia Universidad Javeriana

DOI:

https://doi.org/10.17533/udea.ikala.v24n02a04

Keywords:

disciplinary literacy, genre, epistemic role of writing, disciplinary identity, writing

Abstract

This paper analyses how writing a marketing plan is related to market research work, and how in writing that plan, students get acquainted with disciplinary literacy practices. Data gathered through class observation and interviews held with thirty students in their eighth semester of industrial engineering allowed us to prove the hypothesis that ongoing and authentic writing of specialized genres may help train students not only to better comprehend those genres, but also to develop mental habits or approaches to learning, doing, thinking, and behaving (Gee, 1996), related to their work within their disciplinary domain. We con-clude that situated writing practices may provide some framework to explain how academic genres work, and how knowledge can be reached and built, as well as how to develop identities that benefit learning specific domains.

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Author Biography

Emilce Moreno Mosquera, Pontificia Universidad Javeriana

Degree in Spanish and Classical Philology and Master in Linguistics from the National University of Colombia. She has a doctorate in Education from the National Pedagogical University. She is a professor of areas related to the field of didactics of reading and writing and areas related to linguistics at the Faculties of Education and Communication of the Javeriana University and the Department of Languages of the National Pedagogical University. Her main areas of research are: teaching and learning of academic reading and writing, through disciplines and as situated practices, from the focus of academic and disciplinary literacy; postgraduate academic writing; didactics of the language applied to the teaching of the mother tongue; teaching reading and writing at different levels of education.

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