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

Abstract

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.

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