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The Academic Writing Centre and the
Academic Communication Centre
warmly welcome you to the
IOE Academic Writing Seminar Series
Embedding writing in the curriculum
Writing specialists work alongside disciplinary specialists (e.g. Jacobs 2005, Thesen and van Pletzen 2006, Morley 2008; Wingate, Andon and Cogo 2011; Thomas 2013; Bernaschina and Thomas 2014; Wingate 2015; Wingate 2018; Pitt et al 2019)
PG Cert HE courses(screenshot from Wikipedia, 3/05/2021)
PG Cert HE at Middlesex University
- Cohorts from highly diverse disciplinary, professional, ethnic and linguistic backgrounds
Relevance of academic literacies(Lea and Street 1998)
-Challenge to ‘deficit notions’ of literacy among student writers
-Focus on ‘situated, shifting and contested literacies’, recognising the complex nature of academic practices, and their relationships with issues of power and ideology
-enables examination of academic practices, e.g. how feedback is given to students (Lillis 2003)
Relevance of academic literacies
-Significant link between identity and academic literacies (Ivanic 1998; Lillis 2001,Thesen 2001; Lillis and Tuck
2016)
Relevance of academic literacies
- Shifting literacies relating to new genres and practices:
- drawing on ‘out-of-college’ literacies (Ivanic et al 2009;
Lea and Jones 2011; Lazar 2011)
- multi-modal approaches (Thesen 2001)
- alternative genres for writing academically (English 2011)
- creative techniques for approaching academic writing (Creme and Hunt 2002)
Relevance of academic literacies
-Importance of students’ multilingualism and the vernaculars utilised in studying(Canagarajah 2002; Ivanic et al 2009; Lazar and Barnaby 2015; Preece 2019; Odeniyi and Lazar 2019)
Current faculty views of student writing?
1. Making explicit: staff as students
throughout the course
-Enacting cognitive processes underpinning course assignments, e.g. Reflection in Triads (Brockbank and McGill
2007)and Action Learning (Baumfield, Hall and Wall 2013)
-Close analysis of stance, linguistic features and argumentation from an assignment extract
-Enacting principles of ‘Assessment for learning’ (e.g.
Boud 2010; Gibbs and Simpson; Rust et al 2003; Lazar and Ryder 2017)
2. Making explicit: Academic Reading
Tasks as part of module content
3. Making explicit (dedicated session on
‘defamiliarization’ of genres)
An example from Land Law (LLB 3rdyear)
As the bungalow is a registered estate, Brian must register the transfer of the property (1). If Brian fails to register it, the legal title will remain with Alice, leaving Brian as the equitable owner (2) of the property, since section 27(1) of the Land Registration Act 2002 (LRA) provides that legal title does not pass until it has been registered.
(1) Land Registration Act 2002, section 27(2)(a)
(2) Mackenzie, J. And Phillips, M., Textbook on Land Law, 13thed (Oxford University Pres, 2010), pg. 103
Making explicit: language
As the bungalow is a registered estate, Brian must register the transfer of the property. If Brian fails to register it, the legal title will remain with Alice, leaving Brian as the equitable owner of the property, since section 27(1) of the Land Registration Act 2002 (LRA) provides that legal title does not pass until it has been registered. 9
Making explicit: Argument (selection of
relevant content to back up claims)
As the bungalow is a registered estate, Brian must register the transfer of the property. If Brian fails to register it, the legal title will remain with Alice, leaving Brian as the equitable owner of the property, since section 27(1) of the Land Registration Act 2002 (LRA) provides that legal title does not pass until it has been registered. 12
ACLITS: Developing greater criticality
- Language profiles/writerly reflections about
‘learning to write academically’
- Creative genres for formative and summative
assessment
- Multilingualism as a resource for writing
- Critique of institutional/ideological practices,
e.g. through discussion boards and debate
Implications…
References
-Baumfield, V., Hall, E. and Wall, K. (2013) Action Research in Education: Learning through Practitioner Enquiry. 2nd Edition. London: Sage.
-Bernaschina, P., & Thomas, P. (2014) ‘Looking back and moving ahead: The development of an academic writing and language unit’. In Kavanagh, M. & Robinson, L. (eds.) Proceedings of the 2013 BALEAP Conference, The Janus moment: Revisiting the past and building the future. Reading: Garnet Education.
-Boud, D. and Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council. From https://www.uts.edu.au/sites/default/files/Assessment-2020_propositions_final.pdf 11/05/2021
Brockbank, A., & McGill, I. (2007) Facilitating Reflective Learning in Higher Education (2nd ed.). Maidenhead: Open University Press.
-Canagarajah, A. S. (2002) ‘Multilingual Writers and the Academic Community: Towards a Critical Relationship’,
Journal of English for Academic Purposes 1(1), pp. 29-44.
-Creme, P. and Hunt, C. (2002) ‘Creative Participation in the Essay Writing Process’, Arts & Humanities in Higher Education, 1(2), pp. 145–166.
-English, F. (2012) Student Writing and Genre: Reconfiguring Academic Knowledge. London: Bloomsbury.
-Gibbs, G. and Simpson, C. (2005) ‘Conditions under which Assessment Supports Students’ Learning’, Learning and Teaching in Higher Education, 1, pp. 3- 31.
-Ivanic, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion, G., Mille, K. Satchwell, C. and Smith, J. (2009) Improving learning in college: rethinking literacies across the curriculum. London: Routledge.
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References
- Jacobs, C. (2005). ‘On being an insider on the outside: New spaces for integrating academic literacies’, Teaching in Higher Education 10 (4), pp. 475–487.
Lazar, G. (2011) The Talking Cure: From Narrative to Academic Argument. In Bhatia, V., Sánchez, P., Pérez-Paredes, P. (eds.) Researching specialized languages. Amsterdam: John Benjamins, pp. 175 – 189.
-Lazar, G. and Barnaby, B. (Working with grammar as a tool for making meaning. In Lillis, T., Harrington, K., Lea, M. and Mitchell, S. (eds.) Working with Academic Literacies: Research, Theory, Design. Fort Collins, Colorado: The WAC Clearinghouse, pp. 289 – 287. Available from https://wac.colostate.edu/books/lillis/literacies.pdf(Accessed 20 March 2020).
-Lazar, G. and Ryder, A. (2018) ‘Speaking the same language: developing a language-aware feedback culture’, Innovations in Education and Teaching International, 55 (2), pp. 143 – 152.
-Lea, M.R. and Street, B. (1998) ‘Student Writing in Higher Education: An Academic Literacies Approach’, Studies in Higher Education, 23(2), pp 157-172.
-Lea, M. R. and Jones, S. (2011) ‘Digital literacies in higher education: exploring textual and technological practice’, Studies in Higher Education, 36(4), pp. 377–393.
-Lillis, T. (2001) Student Writing: Access, Regulation, Desire. Abingdon: Routledge.
Lillis, T. (2003) ‘Student writing as “academic literacies”: Drawing on Bakhtin to move from critique to design’, Language and Education, 17 (3), pp. 225 – 236.-Lillis, T. and Tuck, J. (2016) Academic Literacies: a critical lens on writing and reading in the academy. In Hyland, K. and Shaw, P. (eds.) The Routledge Handbook of English for Academic Purposes. London: Routledge, pp 30 – 43.
-Morley, J. (2008) Writing support in British higher education: An institutional case study. In Friedrich, P. (ed.) Teaching academic writing. London: Continuum, pp. 125–146.
-Odeniyi, V. & Lazar,G. (2020) Valuing the multilingual repertoires of students from African migrant communities at a London university, Language, Culture and Curriculum, 33:2, 157-
References
-Preece, S. (2019) ‘Elite bilingual identities in higher education in the Anglophone world: the stratification of linguistic diversity and reproduction of socio-economic inequalities in the multilingual student population,’ Journal of Multilingual and Multicultural Development, 40 (5), pp. 404-420. doi: 10.1080/01434632.2018.1543692
Pitt, A., Bernaschina, P., Celini, L., Dillon-Lee, F., Endacott, N., Lazar, G., Thomas, P., Wilkinson, G. (2019) Embedding academic literacies and educational development. In Brewer, S., Standring, A., and Stansfield, G. (eds.) Papers from the Professional Issues Meeting (PIM) on In-sessional English for Academic Purposes, LSE, 19th March 2016. Renfrew: BALEAP. Available at https://www.baleap.org/wp-content/uploads/2019/10/Baleap_Book_Interactive.pdf (Accessed 20 March 2020)
-Rust, C., Price, M. and O’Donovan, B. (2003) Improving students’ learning by Developing their Understanding of Assessment Criteria and Processes, Assessment and Evaluation in Higher Education, 28(2), pp. 147 – 164.
-Thesen, L. (2001) ‘Modes, Literacies and Power: A University Case Study’, Language and Education, 15:2-3, pp. 132-145. doi: 10.1080/09500780108666806
- Thomas, P. (2013) ‘Transformation, dialogue and collaboration: Developing studio-based concept writing in art and design through embedded interventions’, Journal of Academic Writing, 3(1), pp. 42–66. doi:10.18552/joaw.v3i1.95
-Wingate, U., Andon, N. and Cogo, A. (2011) ‘Embedding academic writing instruction into subject teaching: A case study’, Active Learning in Higher Education, 12 (1), pp. 1- 13.
-Wingate, U. (2015) Academic Literacy and Student Diversity: The Case for Inclusive Practice. Bristol: Multilingual Matters.
-Wingate, U. (2018) ‘Academic literacy instruction: Towards a collaborative instructional approach’, Language Teaching 51 (3), pp. 349–364. doi:10.1017/S0261444816000264
