Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 52-62 |
| Number of pages | 11 |
| Journal | Reflecting Education |
| Volume | 9 |
| Issue number | 1 |
| Publication status | Published - Jul 2014 |
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Keywords
- writing support
- academic literacies model
- student writers
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Reflecting on writing support through the academic literacies model. / Canton, Ursula.
In: Reflecting Education, Vol. 9, No. 1, 07.2014, p. 52-62.Research output: Contribution to journal › Article
TY - JOUR
T1 - Reflecting on writing support through the academic literacies model
AU - Canton, Ursula
N1 - Published version of article has different title to submitted title ('The Impact of the Academic Literacies Model on the Provision of Academic Writing Support') ET 17-11-14 (no DOI available?)
PY - 2014/7
Y1 - 2014/7
N2 - The great institutional variety of writing support in the UK is reflected in the many, sometimes tacit, sometimes explicit, conceptual approaches to it. In such a context, critical reflection is more important than ever for practitioners, and the current article explores how writing lecturers can use a theoretical model, in this case Lea and Street’s academic literacies approach. After introducing academic literacies and the objectives for writing support this model entails, the article analyses the results of a survey among university students who received one-to-one writing support in in order to identify whether the support they received achieved the aims of the academic literacies approach. In addition to a reflection on the efficiency of writing support practice, the article also offers a contribution to the discussion of the academic literacies model by focussing on the impact this approach can have on student writers.
AB - The great institutional variety of writing support in the UK is reflected in the many, sometimes tacit, sometimes explicit, conceptual approaches to it. In such a context, critical reflection is more important than ever for practitioners, and the current article explores how writing lecturers can use a theoretical model, in this case Lea and Street’s academic literacies approach. After introducing academic literacies and the objectives for writing support this model entails, the article analyses the results of a survey among university students who received one-to-one writing support in in order to identify whether the support they received achieved the aims of the academic literacies approach. In addition to a reflection on the efficiency of writing support practice, the article also offers a contribution to the discussion of the academic literacies model by focussing on the impact this approach can have on student writers.
KW - writing support
KW - academic literacies model
KW - student writers
M3 - Article
VL - 9
SP - 52
EP - 62
IS - 1
ER -