NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ923971
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1356-2517
Measuring the Outcomes of Individualised Writing Instruction: A Multilayered Approach to Capturing Changes in Students' Texts
Borg, Erik; Deane, Mary
Teaching in Higher Education, v16 n3 p319-331 2011
In a highly competitive higher education environment where resources are limited, educators are increasingly concerned with providing evidence for the effectiveness of teaching interventions including one-to-one writing support. This article offers a model for analysing the changes in student writing as a result of individualised writing instruction. The multilayered approach to textual analysis proposed here concentrates on five aspects of academic writing that students need to master during the first year of tertiary level education. The model is illustrated with reference to a first year student's assignment. The application of the model allows for a systematic description of changes students make to their draft assignments, and the evaluation of whether these changes were consonant with the topics discussed during tutorials. The rationale for measuring student revisions is both to inform teaching and tutorial practice, and to provide valuable information for senior managers seeking to identify effective ways of enhancing students' academic literacies. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom