Skills for academic writing and professional short text production


Various competencies come together in the writing process. Depending on the perspective on writing, different “subskills” (Schoonen et al. 2003: 166) are identified.

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Some of these models are discussed below. When writing professionally in multiple languages,write my paper the relationship between language proficiency in the target language and other skills is an important aspect. The examination of competencies should be seen in connection with the respective requirements when writing.

On dimensions of writing competence

Approaches to text and writing competence (s) differ on the one hand in the extent to which competencies across contexts and domains are rather summarized on a meta-level or are concretized about certain application contexts, on the other hand in which domains and contexts (school, job, academic writing, writing) in L2, etc.) premium essay and how detailed the sub-competencies are. Furthermore, they differ in which aspects of writing are taken into account (and ← 109 | 110 → to what extent text reception is also taken into account in addition to text production). Ortner ( 2006a: 36) regards an abstract, situation-independent decomposition of competencies as "too mechanistic" and advocates grasping the concept of competency as a whole situationally:

Competence is nothing outside the connection between task and task solution (= product). It is the context - in the process. Competence is the amount of all [sic] sediments stored in the memory from the processing of contexts. (Ortner 2006a : 37)

This is where the writing task and its context come into play (cf. Feilke 2010 and Chapter 1 ).

Competencies from a didactic perspective

In the course of dealing with writing development and skills, the focus shifts from the text to the writers as persons (cf. Thonhauser 2007: 17). Writing skills - like writing itself - can be viewed from different perspectives: in their effects on the product, in their use in the writing process, and from a didactic perspective about their acquisition. From a writing didactic perspective, the question arises as to how the required competencies are acquired and how this acquisition can be supported: what can and should be taught in lessons.

If writing competence is to be assessed, the product of this competence is usually used, namely the text. From the product perspective, text literacy is understood as the ability to create a working text. From the - often cognitively oriented - process perspective, competencies are focused on that enable (possibly individually different) paths to this product. And from the didactic perspective, both the product and the process are viewed as learning and development (cf. Philipp 2013: 12f).

Philipp ( 2013: 17f) differentiates between five different types of discourse on the acquisition of writing skills: writing as the mastery of basic skills such as handwriting, spelling, grammar, etc., writing as the mastery of individual creativity, which is (further) developed intuitively, above all through frequent writing Writing as a (cognitive) process, in which situational task requirements and sub-processes of writing are reflected, writing as consideration of genre-related conventions, in which the product is viewed in its socio-communicative context, and writing as a social practice, where the acquisition of writing skills as a socialization process understood (see Knappik 2017, 2018 ).

The term competence is used “both descriptively and evaluatively” (Becker-Mrozek / Böttcher 2006: 52). This can become a problem especially when strategic writing 'competencies' is also included. It leads ← 110 | 111 → different ways to good texts, and from the product, it is not possible or only to a very limited extent to infer its development process (cf. Philipp 2013: 30). Ortner ( 2006a: 36) emphatically warns against thinking that is too "mechanistic" and has demonstrated that chaotic processes do not necessarily have to lead to chaotic results (cf. Ortner 2000 ) and it is therefore important in terms of writing didactics - especially for experienced writers * inside - "to accept different approaches" (Baurmann 1995: 65).

From a didactic perspective, reading and writing skills are often discussed together (see Philipp 2013: 1). The interlinking of reading and writing is an important aspect of academic writing. However, Feilke ( 2014a ) argues in favor of “distinguishing between language receptive and language productive literary competences”, because: “Anyone who can read a word can therefore by no means produce it legally, any more than someone who reads good texts can have the appropriate text production skills "(Feilke 2014a: 35). This is certainly to be taken into account especially for literacy in an L2 or in several languages, where receptivity can develop, for example through inner comprehension, but this does not yet enable the production of professional texts (cf. Hornung 2011: 56).

In any case, the requirements of professional (scientific) writing require more than basic skills, this is already evident from the requirements for the texts discussed (see Chapter 1 ). buy argumentative essay How the competencies can be made tangible and which competencies are required by the writers are reflected in the following sections and sub-chapters in more detail.

 

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