Optimizing teaching and learning through the use of feedback on written assignments in history

Wilkinson, Stephen (2008) Optimizing teaching and learning through the use of feedback on written assignments in history. Investigations in university teaching and learning, 5 (1). pp. 30-35. ISSN 1740-5106

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Abstract / Description

This paper explores the development of student literacy, which involves more than merely acquiring surface language skills and becoming orientated within the university - but requires the deeper 'academic literacies' approach (Mary Lea and Brian Street (1998)). This views student writing at the level of epistemology and identities, implying a need to recognise the subjective experience of students and the effects on their self-image/esteem of having to master the linguistic conventions that they are required to employ across disciplines and modules.

Item Type:	Article
Uncontrolled Keywords:	Investigations in university teaching and learning; academic literacies; writing development; formative assessment; feedback
Subjects:	300 Social sciences > 370 Education 800 Literature & rhetoric
Department:	School of Social Professions (to June 2021) Centre for Professional Education and Development (CPED) School of Social Sciences and Professions
Depositing User:	Mary Burslem
Date Deposited:	10 Apr 2015 08:59
Last Modified:	19 Jul 2021 16:03
URI:	https://repository.londonmet.ac.uk/id/eprint/238

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