Teaching Academic Writing in UK Higher Education

Ganobcsik-Williams, Lisa

doi:10.1007/978-0-230-20858-2

Cited by 39 publications

(3 citation statements)

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“…Within tertiary/postsecondary settings, the word inclusive usually refers more to the structure or design of writing courses and programs than to the experiences of students in those courses and programs (e.g., Chiu & Rodriguez-Falcon, 2018;Ganobcsik-Williams, 2006). In other words, we tend to talk more about the what of inclusive policies, programs, and curricula than about the how of classroom instruction.…”

Section: Inclusivity and The Academic Writing Classroommentioning

confidence: 99%

“…Researchers have shown, for example, that punitive or regressive program policies can decrease students' sense of belonging in higher education (e.g., Melles et al, 2005;Moos & Van Zanen, 2019;Shapiro, 2012). In terms of curriculum, similarly, "inclusive" usually refers to a shift away from "remedial" or skills-based approaches, and toward a more pluralistic understanding of academic literacies within and across disciplines (Ganobcsik-Williams, 2006;Lillis & Scott, 2007;Wingate, 2015). This shift is informed by a growing awareness of the important role that academic literacy plays in facilitating students' socialization into disciplines and institutions (Duff, 2010;Krause, 2001;Street, 2004).…”

Section: Inclusivity and The Academic Writing Classroommentioning

confidence: 99%

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Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

Shapiro

2020

JoAW

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This practice-oriented article considers two questions: What does higher education research tell us about student conceptions and experiences with inclusivity? What are the implications of this research for academic writing classrooms and curricula? I first review key themes and findings from research on the nature of social inclusion in higher education, including interviews conducted with undergraduates at my institution. I then consider how academic writing scholars have (and have not) taken up the concept of inclusivity within our policies, curricula, and instruction. Finally, I identify four areas we can focus on as a way to deepen our commitment to inclusive pedagogy: building community, inviting lived experience, preparing students for discomfort, and talking openly about equity. I conclude with examples of how I am working toward those goals in my own teaching practice.

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Section: Inclusivity and The Academic Writing Classroommentioning

confidence: 99%

Section: Inclusivity and The Academic Writing Classroommentioning

confidence: 99%

Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

Shapiro

2020

JoAW

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“…In the last two decades, universities and colleges have welcomed a wider population and thus teachers are faced with new challenges when trying to pave the way for all students, especially in academic writing (Ganobcsik-Williams, 2006;Heimann, Haskel-Shaham, Cohen-Sayag & Kurland, 2017;Paltridge, 2004). Academic writing, whether it is a paper, an article, or a thesis, is an argumentative text, that involves persuading the audience using various rhetorical tools (Livnat, 2010), and as such it requires orchestrating several abilities and strategies (Bereiter & Scardamalia, 1987;Emig, 1977;Flower & Hayes, 1980;Graham, 2006).…”

Section: Introductionmentioning

confidence: 99%

'There is no writing that is writing without teachers'—Teachers' role in the writing process of a seminar paper

Haskel-Shaham¹,

Cohen-Sayag²,

Heimann³

2020

L1 Educational Studies in Language and Literature

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A View of Dyslexia in Context: Implications for Understanding Differences in Essay Writing Experience Amongst Higher Education Students Identified as Dyslexic

Carter

Sellman

2013

Dyslexia

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This article applies socio-cultural theories to explore how differences in essay writing experience are constituted for a group of students identified as dyslexic. It reports on a qualitative study with eleven student writers, seven of whom are formally identified as dyslexic, from the schools of archaeology, history and philosophy in a 'traditional' UK university. Semi-structured interviews before, during and after writing a coursework essay revealed well-documented dyslexia-related difficulties and also strong differences in how writing was experienced. The multiple and fluid dimensions that construct these differences suggest the importance of position within the context, previous and developing writing and learning experience, and metacognitive, meta-affective and metalinguistic awareness. They also suggest tensions between specialist and inclusive policies in relation to writing pedagogy for students identified as dyslexic.

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Teaching Academic Writing in UK Higher Education

Cited by 39 publications

References 0 publications

Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

'There is no writing that is writing without teachers'—Teachers' role in the writing process of a seminar paper

A View of Dyslexia in Context: Implications for Understanding Differences in Essay Writing Experience Amongst Higher Education Students Identified as Dyslexic

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