Developing that voice: locating academic writing tuition in the mainstream of higher education

Abstract

This paper argues that all students, whatever their linguistic identities, can benefit from an explicit and structured introduction to academic writing. It argues that this tuition should no longer be seen as support, and therefore marginalised, but as a transformative process of acculturation that needs to be located in the mainstream of the university. For illustration, it examines a course that does precisely this and which, in a radical departure from other practices, is embedded in the curriculum as a requirement. It discusses the theoretical contexts of the course and shows how the content and methodology is underpinned and informed by new understandings of the cultural, linguistic and epistemological aspects of acquiring academic literacies.

Creating conditions for working collaboratively in discipline-based writing at a South African university

“…Thus, an academic literacies approach to writing development is not only deeply embedded in the discipline, but also requires a critical engagement with writing norms. This happens through explicit discussion, where the values, assumptions and patterns underlying texts can be made more visible and students are empowered to negotiate identity and voice within discoursal communities (Hathaway, 2015). Gourlay (2009) argues that such academic literacies are threshold practices, as they allow students to consolidate their identities within the university community and become familiar with how academic literacy works within the discourse.…”

“…Several studies (Adam, Backhouse, Baloyi & Barnes, 2010;Cross, Shalem, Backhouse & Adam, 2009;Scott, Yeld & Hendry, 2007) have identified a range of academic, social and material challenges that students encounter at university. Although this reflects the apartheid legacy in terms of race and socioeconomic status, it is also increasingly acceptedin South Africa and other contextsthat most students, regardless of their educational or linguistic background, require assistance in acquiring academic literacies at university (Hathaway, 2015). Students entering a system of higher education for the first time need help and support with the transition into unfamiliar academic discourses.…”

“…This echoes Hutchings' (2006) evaluation of writing centre work at the University of Cape Town more than 12 years ago, in which she strongly advocates for a more discipline-embedded approach to writing development. It also reflects a shift in recent literature: away from locating the problem within the student in terms of his or her individual abilities and attributes, to a focus on educational factors such as course design and assessment practices that may hinder or facilitate student engagement (Hathaway, 2015). Recently, an edited collection of articles on writing centre development in South Africa has showcased a range of models and approaches for promoting writing development in and across disciplines (Clarence & Dison, 2017).…”

Faculty cooperation in teaching academic literacy using popular science texts: A case study

“…Increasingly, there have been observations of "home students" (presumably, local students who are native speakers of English in English medium universities) who are similarly challenged with academic writing demands and their related tasks, including the need to think critically, read, and write logical argumentations with clear positions on respective discipline-related issues. Hathaway (2015) points out the need to include all students in such programmes irrespective of their linguistic backgrounds as these courses make meaningful preparation for students' current and subsequent stages of learning and are not focused on correcting deficient language proficiency. She details the conceptualisation and evaluation of a compulsory writing support effort in the United Kingdom, which forms part of the core curriculum of the undergraduate programme.…”

Improving student writing: working in partnership to develop the Student Academic Literacy Tool (SALT). (Project Report)

“…Sue observed high levels of anxiety amongst successive cohorts as they had little knowledge of what was expected of them in their first piece of extended writing at university level. Students' lack of preparation for the transition to university and unfamiliarity with academic writing style led to recognition that support for improving academic literacy needed to be embedded in disciplines as part of the first-year experience (Hathaway, 2015). As a way of supporting students to recognise and improve their writing styles, Sue had started to run a diagnostic academic writing test and provided targeted feedback to students as part of a formative assessment in their first term.…”