Abstract
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 language | English |
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Pages (from-to) | 52-62 |
Number of pages | 11 |
Journal | Reflecting Education |
Volume | 9 |
Issue number | 1 |
Publication status | Published - Jul 2014 |
Keywords
- writing support
- academic literacies model
- student writers