“We don’t need to write to learn computer sciences”: writing instruction and the question of first‐year, later or not‐at‐all
Authors
Wong, MelissaAffiliation
Monash UniversityIssue Date
2018-10-18Subjects
computer scienceacademic literacy
pathway
first year university students
writing
pedagogy
assessment
X342 Academic studies in Higher Education
Metadata
Show full item recordAbstract
This paper discusses the perceptions of computer science students towards a multidisciplinary writing curriculum that was built into a pathway programme to undergraduate study. A qualitative descriptive investigatory study revealed that computer science students in particular felt a strong disconnect between their disciplinary learning and the learning they did in the academic literacy classroom. The degree to which they experienced the pedagogical and assessment differences between the two learning contexts resulted in mild to strong resistance towards the literacy development aspect of the pathway curriculum. This paper highlights a case where first year computer science students articulates their dissatisfactions in this regard, and explores the question of when computer science students should be taught academic literacy, if it is taught it at all.Citation
Wong, M. (2018) '“We don’t need to write to learn computer sciences”: writing instruction and the question of first‐year, later or not‐at‐all', Journal of pedagogic development 8 (3)Publisher
University of BedfordshireJournal
Journal of pedagogic developmentAdditional Links
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/470/662Type
ArticleLanguage
enISSN
2047-3265Collections
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