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Publisher: Wiley
Languages: English
Types: Article
Subjects: LB2300, L1

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
This article builds on research into academic writing and student literacy,\ud arguing that a focus on epistemology and institutional context should inform\ud the teaching of writing in higher education. It explores the experience of UK\ud undergraduate students of English, including those studying joint honours, to\ud demonstrate their negotiation of complex and conflicting institutional and\ud literacy practices. The article suggests that the epistemology of humanities and\ud social science subjects could be made more explicit to students; and proposes\ud pedagogy to demystify the nature of academic writing and to develop the\ud collaborative writing skills appropriate to a literate and critical society.
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    • Davies, C., Swinburne, D. and Williams, G. (2006) (eds.) Writing Matters. London: The Royal Literary Fund.
    • Elton, L. (2010) Academic writing and tacit knowledge. Teaching in Higher Education 15 (2), 151-160.
    • Nesi, H. and Gardner, S. (2007) Variation in Disciplinary Culture: university tutors views on assessed writing tasks. In Kiely et al. (2007).
    • Saussure, F. de ([1916] 1974): Course in General Linguistics (trans. Wade Baskin). London: Fontana/Collins.
    • Snapper, G. (2009) Beyond English Literature A Level: The Silence of the Seminar? English in Education 43 (3), 192-210.
    • Wingate, U. (2006) Doing away with study skills. Teaching in Higher Education, 11 (3), 457-469.
    • Yorke, M. and Longden, B. (2007) The first year experience of higher education in the UK: Report on Phase 1 of a project funded by the Higher Education Academy. York: Higher Education Academy.
  • No related research data.
  • No similar publications.

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