Steve RutherfordBIOSI

RutherfordS@cf.ac.uk

An “electronic resource” to

support students’ academic writing

skills ?

ACADEMIC WRITINGAcademic writing is central to many degrees

“Learning in higher education involves adapting to new ways of knowing: new ways of understanding, interpreting and organising knowledge. Academic literacy practices—reading and writing within disciplines--constitute central processes through which students learn new subjects and develop their knowledge about new areas of study.”

Lea and Street (1998). Studies in Higher Education, 23: 157-172

“Both coursework and examination essays appear to be more likely to promote deep approaches to learning when compared with fact-oriented multiple choice tests.”

McCune (2004). Higher Education 47: 257–282

IS THERE A PROBLEM?Students are unprepared for academic writing in HE

Lack skillsLack understanding of academic expectations

“... interviews with staff suggest that academic staff have their own fairly well-defined views regarding what constitutes ... a good piece of student writing ... These tend to refer to form in a more generic sense, including attention to syntax, punctuation and layout, and to such apparently evident components of rational essay writing as 'structure', 'argument' and 'clarity'. “

“...interviews with students revealed a number of different interpretations and understandings of what students thought that they were meant to be doing in their writing.” Lea and Street (1998). Studies in Higher Education, 23: 157-172

IS THERE A PROBLEM?Students are unprepared for academic writing in HE

Lack skillsLack understanding of academic expectations

"Students can have no idea of the concept of making an argument so their essays are entirely descriptive. You know, 'and then this happens, and such-and- such an academic says this about it, and then this happens, and so-and-so says that'.“Helena Attlee, Fellow of the Royal Literary Fund; Worcester University;

"Students can have an idea that it's a linear thing – you do your reading, then you get a cup of tea and sit down to write. We try to get across that it's a much more cyclical process; do some research, draft a bit, read some more, think, consider what you've written, redraft... “Kate Brooks (UWE)

Guardian 26/4/11

CHALLENGEGap between students’ views of capability

and staff opinions

Limited exposure to academic writing prior to University

How to: Educate students in techniques and approaches

Not induce feelings of worthlessnessGet students to follow directions!

Initial AimDesign a web-based or CD-ROM based

interactive resource to supportESSAY WRITING in HE Sciences

Examplar essays with annotationsLinks to questions and exercises

Problems and exercises covering Referencing, Constructing an Argument, Structure, etc.

Examples of common mistakes & how to avoid themAdaptable to different subjects

Revised Aims

GAP AnalysisWhat is there in the market/community?

How effective are these likely to be?How interactive are the available resources?

What do students want?

Revised Aims

GAP AnalysisWhat is there in the market/community?

How effective are these likely to be?How interactive are the available resources?

What do students want?

WHAT SUPPORT IS THERE?

Majority of support methods areText BooksWebpages

Written Guides

WHAT SUPPORT IS THERE?Majority of support methods are

Text Books

WHAT SUPPORT IS THERE?Majority of support methods are

Websites

WHAT SUPPORT IS THERE?Majority of support methods are

Written Guides

HOW INTERACTIVE/ ENGAGING ARE THESE LIKELY TO BE?

Not interactive at all

No active learning by the student

No direct link between the advice/text and a real example

ENGAGEMENT LEVELS LIKELY TO BE LOW

What is the best alternative?

Surveyed Year 1 BIOSI students (within first 6 weeks of academic year)

WHAT DO STUDENTS THINK?

• Experience of writing essays before university• Confidence levels for literacy skills• Which support methods they would value

In which of your A-Levels were you required to write essays or extended written work

(1000 words+)

PREVIOUS EXPERIENCE

0

1

2

3

4

5

6

No. A Levels Essay Cwk Essay Exam

2010/11

2011/12

Total

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Spelling Grammar Essay Writing0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Spelling Grammar Essay Writing0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Spelling Grammar Essay Writing

FemaleMaleTotal

On a scale of 0 – 5 how confident do you feel aboutSpelling

English GrammarEssay-writing

CONFIDENCE AT LITERACY SKILLS

Generally high confidence at spelling and grammarLess confidence at essay-writing

Does confidence correlate with prior experience?

2010/11 2011/12 Total

Students were asked to rate the utility of the following means of teaching essay-writing skills (on a scale of 1[low] – 6[high])

LEARNING SUPPORT

• Lecture session(s)• Examples of good and bad practice posted on L.C.• Textbook• Structured workbook with guidance and exercises• Interactive CD-ROM with guidance and exercises• Interactive Online resource with guidance & exercises• Links to websites with resources and guidance• Guidance document posted on Learning Central• Podcasts or Videocasts• Small-group tutorials

“I want everything please!”Most favoured: Lecture, Examples, Tutorials

Also favoured: Workbook, Electronic Resource

2010/11 cohort10/11 (1-6)

0

1

2

3

4

5

6

Lecture

Exam

ples

textbook

Workbook

CD

-RO

M

Online R

es

Websites

Guide onLC

Pod/V

od

Tutorials

Female

Male

Total

2011/12 cohort

Students asked to RANK the methods of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful])

Slightly ambiguous wording led to a mixed response....

Oops!

2011/12 cohortStudents rated the utility of the following means of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful])

Most favoured: Examples, Online Guidance, TutorialsAlso favoured: Workbook, Electronic Resource

Not keen: Textbooks, Video/Podcasts

11/12 (1-10)

0123456789

10

Lecture

Exam

ples

textbook

Workbook

CD

-RO

M

Online R

es

Websites

Guide onLC

Pod/V

od

Tutorials

Female

Male

Total

2011/12 cohortStudents ranked the methods of teaching essay-writing skills

(on a scale of 1[least useful] – 10[most useful])

Most favoured: Lecture, Examples, TutorialsAlso favoured: Workbook, Electronic Resource

Not keen: Textbooks, Video/Podcasts

11/12 Ranked

0123456789

10

Lecture

Exam

ples

textbook

Workbook

CD

-RO

M

Online R

es

Websites

Guide onLC

Pod/V

od

Tutorials

Female

Male

Total

2011/12 cohortStudents ranked the methods of teaching essay-writing skills

(on a scale of 1[least useful] – 10[most useful])

Most favoured: Lecture, Examples, TutorialsAlso favoured: Workbook, Electronic Resource

Not keen: Textbooks, Video/Podcasts

11/12 Ranked MODE

0123456789

10

Lecture

Exam

ples

textbook

Workbook

CD

-RO

M

Online

Res

Websites

Guide onLC

Pod/V

od

Tutorials

Female

Male

Total

According to the studyStudents would prefer small-group tutorials

WOULD AN INTERACTIVE RESOURCE BE USEFUL?

Would this be the best or most effective way of teaching?

WorkloadConsistency

Academic tutorials with Personal Tutor?

According to the studyStudents would value materials on L.C.

WOULD AN INTERACTIVE RESOURCE BE USEFUL?

Would students access these resources?Experience suggests that guidance notes on L.C. are

generally ignoredWould this advice be heeded?

WORKBOOK viewed positivelyCan this be interactive and engaging?

Is this appropriate for University?Transition exercises?

WOULD AN INTERACTIVE RESOURCE BE USEFUL?

Would students engage with an online resource?Offer an option:

Hardcopy workbook containing exercisesSame exercises online but with interactivity

CONCLUSIONS?“…development of students’ essay writing is idiosyncratic and may depend on a wide range of interacting factors, some of which stem from their learning experiences prior to higher education. For those students who described more profound development, particular critical incidents seemed to be important.”

So is any formalised approach appropriate?

Should support be individual and catered to students’ needs on an ad hoc basis?

TUTORIALS….

McCune (2004). Higher Education 47: 257–282

Design support materials that have some degree of interactivity

Provide parallel hardcopy and online resources – CHECK ENGAGEMENT

Identify improvements (if any)

ANY FINAL APPROACH SHOULD BE LINKED TO SMALL-GROUP OR 1-to-1 TEACHING

FUTURE DIRECTIONS

Clare Kell

Cathie Jackson

School of BIOSI

Thanks to