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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
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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