Abstract

NAVARRO, Federico. Educational Trajectories in Disciplinary Reading and Writing in Undergraduate Degree Programs in the Humanities: Diagnosis and Institutional Proposal. RMIE [online]. 2013, vol.18, n.58, pp.709-734. ISSN 1405-6666.

The focus of writing across the curriculum proposes that university reading and writing are necessarily inscribed in specific disciplinary cultures, and that the teachers in these disciplines must be responsible for teaching reading and writing since they have mastered the rhetorical habits and epistemological frameworks of their social spheres. Based on interviews, assignments, and instructions, I research the degree this knowledge is effectively included in teaching, in student trajectories, and in the curriculum materials of undergraduate degree programs in humanities in Argentina. The results show that rhetorical competencies, although evaluated, do not tend to be a systematic object of teaching; they also show that specific didactics for teaching rhetoric must be implemented. To respond to this problem, I present an institutional proposal for interdisciplinary teacher education in scientific/academic reading and writing.

Keywords : written language; literacy; human science; specific didactics; higher education; Argentina.

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