Developing disciplinary discourse in a first-year engineering course: The DELNA initiative

Authors

  • Faye D'Silva University of Toronto
  • Penny Kinnear

DOI:

https://doi.org/10.31468/dwr.909

Keywords:

discursive, discipline-specific, reading skills, DELNA, disciplinary, pedadogical support, engineering, diagnostic, workshop, genre, engineering communication, discourse, undergraduate students

Abstract

First-year students in higher education settings tend to face ongoing challenges with variations in discursive practices and genres within their discipline. Within this context, a Diagnostic English Language Needs Assessment (DELNA) was administered to first-year engineering students to assess the strengths and needs of their ability to navigate academic language. The purpose of this paper is to report on our initiative to support student’s development of academic literacy, specifically their disciplinary language proficiency through the implementation of pedagogical support activities.   

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Published

2021-10-30

How to Cite

D’Silva, F., & Kinnear , P. . (2021). Developing disciplinary discourse in a first-year engineering course: The DELNA initiative . Discourse and Writing/Rédactologie, 31, 126–135. https://doi.org/10.31468/dwr.909

Issue

Vol. 31 (2021)

Section

Writing in Practice

License

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