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The writing social: identifying with academic writing practices amongst undergraduate students

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Davenport, Emma (2022) The writing social: identifying with academic writing practices amongst undergraduate students. Investigations in university teaching and learning, 13. ISSN 1740-5106

Abstract

Students are perceived as having a learning deficit when it comes to academic writing. It is assumed that they cannot write, rather than understanding that it is because they are struggling to learn how to write (Murray, 2015; Mitchell and Evison, 2006) within multiple learning contexts: module assessment, course discipline, level of study, academic success.

The Education for Social Justice Framework (ESJF) at our University provides an opportunity for us to challenge these practices and assumptions by encouraging us to examine the ways in which students learn to become academic writers throughout their studies.

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Title:
The writing social: identifying with academic writing practices amongst undergraduate students
Creators:
Davenport, Emma
Official URL:
https://www.londonmet.ac.uk/about/centre-for-profe...
Date:
2022
Subjects:
300 Social sciences > 370 Education
Department:
Centre for Professional Education and Development (CPED)
Publisher:
Centre for Professional and Educational Development, London Metropolitan University
Uncontrolled Keywords:
social writing, community of practice, academic identity, sustainability, writing retreat; belonging
Additional Information:
This article may not be reproduced in any form or by any means without the prior written permission of the publisher.
Record
URI:
https://repository.londonmet.ac.uk/id/eprint/7741
Item Type:
Article
Depositing User:
John Desire
Date Deposited:
23 Jun 2022 08:33
Revision:
19
Last Modified:
23 Jun 2022 08:57
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