A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision

2.50
Hdl Handle:
http://hdl.handle.net/10547/335889
Title:
A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision
Authors:
Johnson, Sarah; Trafford, Siân
Abstract:
Academic literacies theory argues that academic writing is currently caught up in unequal power relationships which 'problematize the student' (Lea and Street 1998) and thus argues for a change in focus from a 'skills' model to the adoption of a more discursive model which values tutor-student and student-student discussion and considers writing and meaning-making within the context of the discipline. Haggis (2006), similarly argues for an embedded, dialogic approach to processes within the discipline whereby ' the embedded processual complexities of thinking, understanding and acting in specific disciplinary contexts need to be explored as an integral part of academic content teaching within the disciplines themselves.' This article will demonstrate how a range of pedagogies has been adopted at Nottingham Trent University to enable students to develop writing strategies which are mindful of, and embedded within differing disciplinary practices.
Affiliation:
Learning Development Team, Nottingham Trent University; School of Social Sciences, Nottingham Trent University
Citation:
Johnson, S., Trafford, S. (2014) 'A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision' Journal of pedagogic development 4 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2014
URI:
http://hdl.handle.net/10547/335889
Additional Links:
http://www.beds.ac.uk/jpd/volume-4-issue-3/a-methodology-for-enhancing-student-writing-in-the-discipline-through-complementary-and-collaborative-working-between-central-and-school-based-writing-development-provision
Type:
Article
Language:
en
Series/Report no.:
Volume 4; Issue 3
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorJohnson, Sarahen
dc.contributor.authorTrafford, Siânen
dc.date.accessioned2014-11-20T12:37:50Z-
dc.date.available2014-11-20T12:37:50Z-
dc.date.issued2014-11-
dc.identifier.citationJohnson, S., Trafford, S. (2014) 'A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision' Journal of pedagogic development 4 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335889-
dc.description.abstractAcademic literacies theory argues that academic writing is currently caught up in unequal power relationships which 'problematize the student' (Lea and Street 1998) and thus argues for a change in focus from a 'skills' model to the adoption of a more discursive model which values tutor-student and student-student discussion and considers writing and meaning-making within the context of the discipline. Haggis (2006), similarly argues for an embedded, dialogic approach to processes within the discipline whereby ' the embedded processual complexities of thinking, understanding and acting in specific disciplinary contexts need to be explored as an integral part of academic content teaching within the disciplines themselves.' This article will demonstrate how a range of pedagogies has been adopted at Nottingham Trent University to enable students to develop writing strategies which are mindful of, and embedded within differing disciplinary practices.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 4en
dc.relation.ispartofseriesIssue 3en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-4-issue-3/a-methodology-for-enhancing-student-writing-in-the-discipline-through-complementary-and-collaborative-working-between-central-and-school-based-writing-development-provisionen
dc.subjectstudent writingen
dc.subjectwriting developmenten
dc.subjectacademic writingen
dc.subjectstudy skillsen
dc.titleA methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provisionen
dc.typeArticleen
dc.contributor.departmentLearning Development Team, Nottingham Trent Universityen
dc.contributor.departmentSchool of Social Sciences, Nottingham Trent Universityen
dc.identifier.journalJournal of pedagogic developmenten
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