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Genre and Voice in Problem-Oriented Reports

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The Roskilde Model: Problem-Oriented Learning and Project Work

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 12))

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Abstract

The problem-oriented learning approach embraces and emphasizes particular aspects of the learning process such as critical thinking and self-directed learning. As a result, a particular genre grew out of the problem-oriented study practices to scaffold and shape written problem-oriented knowledge and knowledge production. This chapter briefly presents the history of the problem-oriented project report and continues by presenting one of the specific aspects of the genre – the inclusion of an active student voice – and an analysis of the three dominant variations of the genre. The chapter concludes by arguing the point that deliberate focus on genre and writing practices during supervision might further problem-oriented critical thinking, self-directed learning and academic enculturation.

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Author information

Authors and Affiliations

  1. CBIT, Roskilde University, Roskilde, Denmark

    Sanne Knudsen

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  1. Sanne Knudsen
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Correspondence to Sanne Knudsen .

Editor information

Editors and Affiliations

  1. Roskilde University, Roskilde, Denmark

    Anders Siig Andersen

  2. Roskilde University, Roskilde, Denmark

    Simon B. Heilesen

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Knudsen, S. (2015). Genre and Voice in Problem-Oriented Reports. In: Andersen, A., Heilesen, S. (eds) The Roskilde Model: Problem-Oriented Learning and Project Work. Innovation and Change in Professional Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-09716-9_10

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