1. Bridging the Gap: Possibilities for Writing Across the Curriculum (WAC) Presentation to the Curriculum Review Steering Group Dr Mary Pryor & Dr Christine Laennec Student Learning Service Centre for Learning & Teaching 28 February 2008

2. Guiding principles In our previous presentation, we focused on: The importance of contextualising writing: –By discipline –By level of study The need to take into account the ‘shorthand’ culture many students live in The need to communicate expectations and offer reasonable guidance, i.e. Bridging the gap with stepping stones rather than by a giant leap!

3. Possibility 1: Multi-disciplinary ‘foundation’ course (not labelled as a writing course but with explicit emphasis on writing) By studying different disciplines, students experience different approaches, modes of thought and discourses Writing is contextualised: the student is writing on a topic related to the field of study Written articulation of thought can be reinforced by verbal articulation of thought in discussion groups Inclusive of all staff, including those who do not see themselves as ‘writing teachers’

4. Possibilities 1a & 1b 1a: Student takes one core course which runs alongside others –Several discrete core courses could be offered, e.g.: Arts Social Sciences Sciences 1b: All Level 1 courses across the university are redesigned to emphasise writing

5. Possibility 2: Stand-alone generic writing course at Level 1 WAC is standard practice in USA where lecturers have themselves been through this system and expect to teach writing, as well as discipline-specific content, at all levels Would all teaching staff at Aberdeen want to contribute to a writing course? What about levels 2 - 4 and beyond? Risk that teaching staff assume that writing has been ‘taken care of’ One size does not fit all – different discipline expectations

6. A few examples of different writing aims in the disciplines test a hypothesis fully demonstrate a knowledge of theories reflective writing test a thesis close reading give an interpretation of a cultural phenomenon compare and contrast

7. Possibility 3: Practice in writing ‘little and often’ across all courses Students are led step by step: 500 words, 1000 words; analyse primary source, incorporate secondary sources, etc. Disciplines define what is important at each level Must consider what status formative / shorter pieces will have

8. Possibility 4: Feedback on writing is given in all courses, at all levels Current practice is widely varied: some markers give feedback on writing, some do not This causes confusion for students –Examples at University of Aberdeen –Not just at Aberdeen: “One of my third-year dissertation students looked at the corrections I’d made to her draft thesis with absolute disgust and said to me: ‘I don’t understand why you’re so picky about my spelling and punctuation. Nobody’s ever told me there’s a problem before.’” Anonymous university lecturer, “The kids aren’t all write: functionally illiterate and frankly not bothered,” Times Higher Education 21 Feb. 2008, p. 27

9. Possibility 5: Every level ‘counts’ Incentive to perform from the start If marks at Level 1 and 2 ‘counted’, students would be more motivated to do well

10. Current good practice Some courses give full guidance as to expectations Many staff give full feedback on writing (as well as thinking) Some courses are incorporating formative writing assignments, with good results In-course workshops in collaboration with Student Learning Service contextualise expectations of writing skills at different levels and across disciplines