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Schreibkompetenzabklärung

Wissenschaftliches Lesen und Schreiben sind zentrale überfachliche Kompetenzen für ein Hochschulstudium. Zu Beginn des Studiums wird bei allen Studierenden der Pädagogischen Hochschule FHNW eine Schreibkompetenzabklärung durchgeführt. Es werden dabei in erster Linie textuelle und kommunikative Aspekte des Schreibens thematisiert. Damit sollen die Studierenden eine Rückmeldung zu ihrer Fähigkeit, einen sachlichen und wissenschaftlichen Text zu verfassen, erhalten. Im Fokus steht das Verarbeiten von Quellen bzw. das Verfassen von argumentativen Synthesen. Es handelt sich dabei um ein formatives Verfahren. Zur Förderung wird der Support-Kurs «Schreiben und Lesen in Studium und Beruf» angeboten.

TOSS – Texte online schreiben mit Schreibberatung

Für die Studierenden läuft die Schreibkompetenzabklärung unter der Bezeichung TOSS – Texte online schreiben mit Schreibberatung. Das Assessment absolvieren die Studierenden in der Selbstlenzeit auf der Lernplattform Moodle, wobei der Zeitaufwand für sie insgesamt 2 Stunden beträgt. Die formativ ausgerichteten Beurteilung erlaubt es den Studierenden, sich ein Bild davon zu machen, wo sie stehen und was es noch braucht, um den Anforderungen des Studiums gerecht zu werden, und damit beurteilen können,  ob ein Förderangebot zum wissenschaftlichen Lesen und Schreiben für sie hilfreich wäre.

Publikationen zur Schreibkompetenzabklärung

18296 B64TDVYB 1 https://www.zotero.org/styles/padagogische-hochschule-fachhochschule-nordwestschweiz 50 creator asc 419 https://schreiben.zentrumlesen.ch/wp-content/plugins/zotpress/
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Sturm, Afra (2009): Schreibkompetenzen und Selbsteinschätzung bei angehenden Lehrpersonen. In: Zeitschrift Schreiben. [http://www.zeitschrift-schreiben.eu/Beitraege/sturm_schreibkompetenzen.pdf; 19.1.2010].
Sturm, Afra (2011): Maturandinnen und Maturanden als Novizen im wissenschaftlichen Schreiben. In: Deutschblätter 2011. S. 119–131. [http://www.vsdl.ch/assets/upload/Deutschblaetter_2011_text.pdf; 31.7.2019].
Sturm, Afra und Mezger, Res (2016): Schriftliche Quellenverarbeitung mit formativem Feedback. In: journal für lehrerInnenbildung 16/3. S. 25–29.
Sturm, Afra und Mezger, Res (2013): Wissenschaftliches Schreiben im Studium: Herausforderun­gen und Enkulturation. In: Beiträge zur Lehrerbildung 31. S. 358–363.
Wischgoll, Anke und Mezger, Res (2021): Das Schreibentwicklungsportfolio – Durch formatives Feedback zu akademischen Schreibfertigkeiten. In: Beiträge zur Lehrerinnen- und Lehrerbildung 39/2. S. 232–246. http://doi.org/10.36950/bzl.39.2021.9227.

Support-Angebot

Kurse werden in Brugg/Windisch, Muttenz und Solothurn angeboten – teilweise synchron hybrid