ERIC Number: EJ1183708
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Rethinking Academic Literacies. A Conceptual Development Based on Teaching Practice
Canton, Ursula; Govan, Michelle; Zahn, Daniela
Teaching in Higher Education, v23 n6 p668-684 2018
Academic Literacies, the most influential conceptual framework for writing practitioners at UK universities, is closely related to widening participation. At the same time, writing support is often justified with the argument that written communication is among the most important employability skills for graduates. While these concepts are often used simultaneously, their underlying premises are not necessarily congruent. This paper reflects on a writing intervention that highlighted the difficulties that can arise from a seeming 'pick and mix' use of these two frameworks, Academic Literacies and writing as an Employability Skill. Based on this analysis of the practice of teaching writing at a post-92 university, it establishes the need for an expanded, theoretical framework for writing support.
Descriptors: Academic Discourse, Literacy Education, Foreign Countries, College Faculty, Job Skills, Employment Opportunities, Intervention, Writing Skills, Writing Instruction, Educational Practices, Teaching Methods, Feedback (Response), Student Attitudes, Undergraduate Students, Course Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Glasgow)
Grant or Contract Numbers: N/A