Abstract
In the humanities and social sciences, the essay still presents the most common form of evaluating students’ learning and familiarity with course contents, readings and academic debates. Fiona English acknowledges the value of this ‘default genre’ (Womack 1993: 43) but problematizes its dominance as it privileges particular ways of knowing and expression to the detriment of others. At times, she argues, it might even deny students opportunities for learning and understanding.