“We don’t need to write to learn computer sciences”: writing instruction and the question of first‐year, later or not‐at‐all

Wong, Melissa

dc.contributor.author	Wong, Melissa	en
dc.date.accessioned	2018-10-19T10:34:08Z
dc.date.available	2018-10-19T10:34:08Z
dc.date.issued	2018-10-18
dc.identifier.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)	en
dc.identifier.issn	2047-3265
dc.identifier.uri	http://hdl.handle.net/10547/622922
dc.description.abstract	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.
dc.language.iso	en	en
dc.publisher	University of Bedfordshire	en
dc.relation.url	https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/470/662	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	computer science	en
dc.subject	academic literacy	en
dc.subject	pathway	en
dc.subject	first year university students	en
dc.subject	writing	en
dc.subject	pedagogy	en
dc.subject	assessment	en
dc.subject	X342 Academic studies in Higher Education	en
dc.title	“We don’t need to write to learn computer sciences”: writing instruction and the question of first‐year, later or not‐at‐all	en
dc.type	Article	en
dc.contributor.department	Monash University	en
dc.identifier.journal	Journal of pedagogic development	en
html.description.abstract	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.