1. The academic writing/feedback cycle: an exploration through collaborative staff/student research Rosemary Allen, Kate Lundie Hill, Joy Jarvis, Ellie Lawrence, Amanda Roberts, Dianne Solly, Jen Woodward School of Education UH Annual Learning and Teaching Conference 5th May 2011

2. The project The academic writing/feedback cycle Built on a 2009-10 Faculty staff/student research project : Feedback for Learning Academic Writing Spiral produced 2010-11: Trialling, evaluation and further development of Academic Writing Spiral through student/staff collaborative research in a number of modules spanning levels 4-7 Production of resources to support its use

3. The academic writing/feedback cycle

4. An interactive version The academic writing/feedback cycle

5. We aimed to use the Academic Writing Spiral and supporting resources to help students to: The academic writing/feedback cycle understand assignment briefs understand the vocabulary associated with academic writing develop their skills in different types of writing understand the feedback they were given clarify the link between academic reading and writing

6. How might these aims be achieved? The academic writing/feedback cycle through making visible the constituents of academic writing at the various levels through clarifying what students need to do to progress from one level to the next level through supporting students and staff in identifying areas of difficulty in academic writing and in developing resources and approaches to help overcome them

7. The production of resources The academic writing/feedback cycle 39 resources available to support writing development at Levels 4-7 (and beyond?) PowerPoint presentations to explore, for example: - What is the purpose of writing? - How can I develop my academic voice? - How can I move from Level 4 to Level 5? - How can I develop as a critical reader? Word documents - student activities

8. Ease of use The academic writing/feedback cycle as the basis of a lecture (narrated/teachers’ notes) in seminars independent learning: - step-by-step activities - narrated power points - StudyNet

9. Student and staff researchers: kept notes on their use of the spiral and their learning from it gathered feedback from students within and outside of taught sessions to help us all to understand the process of writing development and how to best support it The staff/student research dimension The academic writing/feedback cycle met as partner researchers to discuss insights attended a staff/student researcher day – April 2011

10. What did we learn about academic writing/feedback?

11. The academic writing/feedback cycle Students who achieved the higher grades often found their feedback less informative about how they had fulfilled the criteria or how they could improve their work further Many module leaders now make a effort to ensure that feedback comments are unambiguous, consistent and match the final grade Students seem to be developing a more positive response to their feedback Student researchers discovered... Students found the Spiral useful, and would like to see this referenced more widely, i.e. used in lectures when setting assignments

12. The academic writing/feedback cycle I was a bit nervous when I started writing. The Spiral did help a bit. I liked the fact it was coloured and very visual Students commented... It was good to have the Spiral for reference when I started my assignment I don’t find the Spiral particularly helpful as the colours and small font make it hard to read I went over the assignment with the Spiral in my hand to see if I could find evidence of what level I was at

13. The academic writing/feedback cycle One student’s story... 13 October 2010

14. The academic writing/feedback cycle 19 October 2010

15. The academic writing/feedback cycle 9 November 2010

16. The academic writing/feedback cycle We have become much more aware of the need to support writing – particularly the need to be more explicit about both the process and about what needs to be produced Students see the benefit of further developments to the Writing Spiral to support their decisions about what level they want to submit their work at We need to make everything much more explicit, particularly how students can use our feedback to move their writing on at whatever level Staff commented... We need to offer students more small- group support to develop their writing

17. What did we learn about collaborative staff/student research?

18. The academic writing/feedback cycle The possibilities for students to impact on curriculum development are endless, providing they are given appropriate direction and support Students involved in the project commented... My perception of staff / student relationships changed during this project I felt that my feedback and research was valued and respected by various members of the team I felt empowered as a student to impact on my own learning at UH and on the learning of others

19. The academic writing/feedback cycle Staff and student commitment to developing practice together has led to improvements in academic writing and in our ability to work collaboratively in developing learning and teaching Engaging with students as researchers has given us a partnership approach to developing practice which has been really effective I tried not to lead the students too much but this meant they did not always collect relevant data Staff commented... It was not always easy to find time to meet with students particularly when they were out on teaching placement

20. The academic writing/feedback cycle The bigger picture?

21. The academic writing/feedback cycle “There is a separation shown here between students and staff. The long road shows the long way we have to go in our communication between one another.”

22. The academic writing/feedback cycle “There is not much connection between staff and students. Everything is quite closed off.”

23. The academic writing/feedback cycle “ This is how I see it at the moment, with all the staff on one side of the film and all the students on the other side. This is starting to be broken down now but still the nuts and bolts of the university’s policies are getting in the way.”

24. The academic writing/feedback cycle “ This is how I see the future. There are still barriers there but there are ways over this with staff and students communicating professionally with each other.”

25. “ The feathers symbolise creativity and difference. I think we should embrace creativity and that could help us to develop the curriculum.” The academic writing/feedback cycle

26. And so now.... development of Writing Spiral resources, following student feedback new research and development project, looking at how students use the resources and the impact on their learning agenda to explore further the student viewpoint other things not yet imagined

27. Questions and comments?