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A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision

  • Sarah Johnson
    ,
  • Siân Trafford
  • Nottingham Trent University
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

Academic literacies theory argues that academic writing is currently caught up in unequal power relationships which 'problematize the student' (Lea and Street 1998) and thus argues for a change in focus from a 'skills' model to the adoption of a more discursive model which values tutor-student and student-student discussion and considers writing and meaning-making within the context of the discipline. Haggis (2006), similarly argues for an embedded, dialogic approach to processes within the discipline whereby ' the embedded processual complexities of thinking, understanding and acting in specific disciplinary contexts need to be explored as an integral part of academic content teaching within the disciplines themselves.' This article will demonstrate how a range of pedagogies has been adopted at Nottingham Trent University to enable students to develop writing strategies which are mindful of, and embedded within differing disciplinary practices.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 4.0, Issue 3.0)

Publication milestones

  • Published - 11/2014

Publication status

Published - 11/2014

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/335889

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