Reflecting on writing support through the academic literacies model

Research output: Contribution to journalArticlepeer-review


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.
Original languageEnglish
Pages (from-to)52-62
Number of pages11
JournalReflecting Education
Issue number1
Publication statusPublished - Jul 2014


  • writing support
  • academic literacies model
  • student writers


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