Micro essay as a writing strategy to improve the learning of theoretical content and the enrichment of the language peculiar to the Architecture career
DOI:
https://doi.org/10.29197/cpu.v16i31.325Keywords:
write to learn, short essay, minute paperAbstract
Numerous studies show that writing facilitates learning from the processes involved in the determination and transformation of disciplinary knowledge, while at the same time promoting the participation of the students involved in the study and the commitment to their academic development. Evidence obtained from reading reports and short answer tests written in Methodology of Design and Research, a theoretical class of the second year of the Architecture career, verified the short retention ability of students and the weaknesses of diverse nature in the writing skills and in the appropriation of the specific vocabulary of architecture discipline. In this context, this study is proposed to promote the construction of knowledge and develop literary competences through the implementation of the short essay production strategy. As a result of the participation in a Diploma of Academic Reading and Writing offered by the Center of Excellence for the Dissemination of Reading and Writing of the Pontificia Universidad Católica Madre y Maestra, a participatory, qualitative research-action was carried out, through direct observation of student interactions, in order to discover the impact of writing on student learning. Data was collected directly from their classroom exercises, in such a way that their experiences were considered as in-hand analyzable data. As a result, improvement in the level of performance and interest in the topics developed in the researched class was noticeable. The mastery of the contents of the course and the specialized language (architectural) was much higher than before applying the strategy, as well as the improvement in writing skills. The study concludes that the implementation of micro-essays in the “Methodology of Design and Research” course, promotes an involvement of students with their learning and a greater identification with their career.
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