Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education examines and develops the praxis of writing at university from a sociocultural perspective. Chapters focus on key issues in writing environments from school through various disciplines at university, offering insights into the impact of such environments on student-writers and on the ways in which they construct writing differently.
The book draws on empirical research, practice and the existing body of knowledge, to offer practical activities developed by scholars in specific disciplinary contexts that can be used effectively with student-writers in other disciplines.
The overall intention is to improve the student experience and engagement with their studies through the optic of academic writing. It will, therefore, influence debates about academic writing and will assist academics to articulate writing requirements for students addressing issues of social inclusion, retention, and widening participation.
Academic writing for students within higher education is an essential and perennial skill that impacts on both their studies and assessments. With widening participation and a changing educational setting, many students entering higher education do not have the requisite writing skills and this is a source of frustration for disciplinary lecturers and students alike. In addition, it is increasingly common for students to study interdisciplinary subjects that have different writing cultures that are often an anathema to those outside the disciplines.
This book aims to bridge the gap between writing outside and inside the university and student/staff expectations of academic writing by combining theoretical issues in literacy scholarship with empirical evidence from students and staff involved. Crucially, it offers practical activities to enable students to become engaged with writing cultures at university.
It is organised into four sections: introduction, writing cultures, creating supportive writing cultures and conclusion.
This book is intended for all involved in designing and delivering academic programmes within Higher Education. It is, therefore, aimed at mainstream academic and professional services staff, but it will also appeal to a wider audience such as those working in government bodies associated with HE (eg HEA, Hefce) and the National Union of Students. It would also be useful for teachers working with those pupils who intend to go to university and associated bodies, eg Ofsted.
This is a practitioner text rather than a student text. However, it would be recommended reading on postgraduate programmes in teaching development, for example, PGCHEs and MAs in educational development.
Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education brings a fresh perspective to existing debates on Academic Writing research and pedagogy. The book argues that writing is a sociocultural practice, and provides examples of different ways in which lecturers in the disciplines and writing support practitioners are responding to this idea. What is particularly stimulating about the collection is that it focuses on students, and in doing so, prompts subject academics and those working in the field of writing development to recognise the full extent to which student-writers are ‘embodied’ individuals who bring their own histories, preferences, strengths, anxieties, and differing levels of experience to their writing.
Centre for Academic Writing, Coventry University, England
Download the Table of Contents.