Full course description
Course syllabus for CLS910 – Supervising writing processes
Syllabus adopted 2022-03-03 by Jens Kabo, Diploma coordinator, EER, CLS
Grading: Satisfactory/not satisfactory
Education cycle: Second-cycle
Department: 62 - COMMUNICATION AND LEARNING IN SCIENCE
English (Swedish where necessary)
In course package
Diploma in Teaching and Learning in Higher Education
Associate professor Magnus Gustafsson
Bachelor ́s degree, 180 higher education credits or equivalent.
B2 CEFR in English (https://www.coe.int/en/web/portfolio/self-assessment-grid).
Course specific prerequisites
CLS926 University Teaching and Learning or equivalent course.
The course is offered as a seminar oriented towards supervision of writing through active learning. It aims to help supervisors make informed decisions in supervision processes in view of supervision models, approaches, and stages. The series of seminars is designed for teachers at Chalmers who want to enhance their BSs and MSC supervision practice and their writing pedagogy.
Intended learning outcomes
After completion of the course the course participant should be able to:
• use genre-based writing pedagogy and aligned active learning to promote student writing in supervision contexts
• promote and support the analysis of texts in terms of critical reading and disciplinary discourse awareness
• plan, design, and evaluate learning activities to promote writing development in supervision contexts
• provide and assess formative and summative feedback on writing both to individual writers and for collaborative writing contexts
• critically discuss advantages and disadvantages of supervision approaches relative writing pedagogy
• critically discuss issues regarding disciplinary discourse expectations and facilitating written discourse expertise among students
The theoretical background required varies slightly depending on the focus for each participant but will typically include, supervision models and approaches, customisation of the writing process approach as well as genre-based writing instruction. The focus in the seminar discussion is the planning, design, delivery of the participants’ supervision processes including the assessment of written products and the feedback process in place. The seminar also emphasises evaluation as an integral part of writing pedagogy, professional practice, and the scholarship of teaching and learning. The course seminar continuously revisits constructive alignment and the scholarship of teaching and learning as basic building blocks of professional practice.
Issues that are highlighted during the course:
• Policies, obligations, and guidelines
• Analysing pre-revision supervision practice
• Design and adaptation of established writing methodologies to promote learning and writing development
• Design and customization of assessment and feedback given the revised approach
• Mapping of the new supervision approach in view of the supervision process and the subsequent evaluation design for it.
The six seminars in the course facilitate the discussion of theoretical frameworks with an impact on writing in the disciplines. During the course, the participants pursue a case of supervision and revise their practice to create efficient and stimulating learning environments. This includes bring cases to the seminar for discussion and problematisation, re-designing a course, a course component, or a supervision approach and to analyse and adapt appropriate writing pedagogy lenses and tools to support the desired learning outcomes.
Each individual participant will focus his or her reading for an informed re-design of a supervision approach depending on the problem area isolated in their analysis of their practice. Irrespective of participants’ individual foci, the modelling of the course and the discussion in it are intended to help promote written discourse in eth discipline and learning through writing.
During the course, blended learning is practiced which means that both traditional communication face-to-face but also online communication is used.
The Good Supervisor. Gina Wisker.
Scientific writing and communication (Oxford university press) by Angelika Hofmann
Academic Writing for Graduate Students (Michigan UP) by John Swales & Christine Feak (it is normally available in Cremona).
Books and articles will be made available and referred to in Canvas as examples or background material. You will also have access to and be able to work with Engonline and Chalmers Writing Guide as well as CWC-resources to know what the students have ready access to.
Participants are examined in connection with the following types of course elements:
• Participation in campus-based seminar and / or activity web-based course activities - where the participants’ command of course content, their ownership and development of their development projects, and the connection to their own teaching practice are crucial components.
• Presentation of completed development projects where planning, design, learning outcomes, activities, assessment, feedback, and evaluation are accounted for and supported by practice and theory. The development project should be presented in the form of a short article, blog post, or report and should be discussed in the course and presented at the course close.
If a participant, who has failed the same examined component twice, wishes to change
examiner before the next examination, a written application shall be sent to the
department responsible for the course and shall be granted unless there are special
reasons to the contrary (Chapter 6, Section 22 of Higher Education Ordinance). In cases where a course has been discontinued or has undergone major changes, the
student shall normally be guaranteed at least three examination occasions (including the
ordinary examination) during a period of at least one year from the last time the course