Reflecting on writing support through the academic literacies model

Research output: Contribution to journalArticle

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 languageEnglish
Pages (from-to)52-62
Number of pages11
JournalReflecting Education
Volume9
Issue number1
Publication statusPublished - Jul 2014

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Keywords

  • writing support
  • academic literacies model
  • student writers

Cite this

Canton, Ursula. / Reflecting on writing support through the academic literacies model. In: Reflecting Education. 2014 ; Vol. 9, No. 1. pp. 52-62.
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Canton, U 2014, 'Reflecting on writing support through the academic literacies model', Reflecting Education, vol. 9, no. 1, pp. 52-62.

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 journalArticle

TY - JOUR

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PY - 2014/7

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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.

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