DISA-CAW- Challenges in Academic Writing Christina Howell-Richardson 24th June 2013

DISA and challenges of academic writing for assessment

Is there a mismatch?-the questions asked perspectives on the required balance of generic academic and discipline-specific language and literacy skills and how and when these skills are acquired by students? lecturers’ and students’ “implicit” criteria for a good writing assignment within a specified subject at a specified undergraduate level students’ practices in writing essay assignments lecturers’ and students’ mental models of what constitutes a good writing assignment brief. Is there a mismatch?-the questions asked

Participants in the research Aligned Staff and student interviews Arts, Science & Social Sciences 6 lecturers + 16 students Online survey for staff and students Business, Social Sciences, STEM, HLS, Creative Arts 27 lecturers & 11 students Academic Writing Lecturers and Tutors- focus group Specialist academic writing tuition and support across the disciplines 10 participants LOS- large majority 22% = 3-5 yrs or 5-10 years 29%, Span of 2- 22years. Undergraduates Y1 (end) and Y2. Postgraduates= 9 (survey). BME average = 27% Participants in the research

Where do some tensions lie? Casting seed on variable ground Time Relationships Volume Interpretation of the assignment brief Variation across disciplines, lecturers, contexts and audiences Explicit criteria and transparency of criteria Expectations Gaps in cognitive processing skills and techniques Where do some tensions lie? Casting seed on variable ground

Balance of formative and summative assessment (TESTA methodology) Teaching and development of oracy, reading and writing within the subject disciplines Balance of formative and summative assessment (TESTA methodology) Variety of approaches to feedback + Dialogic teaching (Alexander 2008).Learner-active, learner-driven Assignment brief as a vehicle to learning- e.g. micro-tasks Design Principles

Thank you Thank you for listening.