A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision
AffiliationNottingham Trent University
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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.
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)
PublisherUniversity of Bedfordshire
JournalJournal of pedagogic development
Series/Report no.Volume 4
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Developing rubrics to assess the reading-into-writing skills: a case studyChan, Sathena Hiu Chong; Inoue, Chihiro; Taylor, Lynda; University of Bedfordshire (Elsevier Ltd, 2015-08-08)The integrated assessment of language skills, particularly reading-into-writing, is experiencing a renaissance. The use of rating rubrics, with verbal descriptors that describe quality of L2 writing performance, in large scale assessment is well-established. However, less attention has been directed towards the development of reading-into-writing rubrics. The task of identifying and evaluating the contribution of reading ability to the writing process and product so that it can be reflected in a set of rating criteria is not straightforward. This paper reports on a recent project to define the construct of reading-into-writing ability for designing a suite of integrated tasks at four proficiency levels, ranging from CEFR A2 to C1. The authors discuss how the processes of theoretical construct definition, together with empirical analyses of test taker performance, were used to underpin the development of rating rubrics for the reading-into-writing tests. Methodologies utilised in the project included questionnaire, expert panel judgement, group interview, automated textual analysis and analysis of rater reliability. Based on the results of three pilot studies, the effectiveness of the rating rubrics is discussed. The findings can inform decisions about how best to account for both the reading and writing dimensions of test taker performance in the rubrics descriptors.