‘What am I Expecting and Why?’ How can Lecturers in Higher Education Begin to Address Writing Development for their Students?

Amanda French

doi:10.18552/joaw.v1i1.8

Journal of Academic Writing Sep 2011 OA PDF

‘What am I Expecting and Why?’ How can Lecturers in Higher Education Begin to Address Writing Development for their Students?

Amanda French University of Wolverhampton

Abstract

This paper reports on a small-scale study in a post-1992 UK University that set out to explore how lecturers were approaching the challenge of developing first year undergraduates’ writing. It approached lecturers’ everyday writing practices from the perspective of literacy as social practice (Barton 2007, Barton, Hamilton and Ivanič 1999, Gee 1996 and Street 1984). Data collection focussed on the different ways the participating lecturers had tried to support students writing development as well as the extent to which they felt responsible for developing writing as part of their specific subject teaching. This study concludes that it may be beneficial for higher education institutions to provide opportunities for lecturers to develop their own academic writing identities in higher education, as well as supporting them to work more effectively as writing developers within their subject specialisms, or collaboratively with specialist writing development staff.

Journal: Journal of Academic Writing
Published: 2011-09-01
DOI: 10.18552/joaw.v1i1.8
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Topics: teacher development literacy studies
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‘What am I Expecting and Why?’ How can Lecturers in Higher Education Begin to Address Writing Development for their Students?

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