Teaching and learning academic writing: narratives of future direction

[img]
andrewromova2014.compressed.pdf - Published Version (3MB)
Restricted to Repository staff only

Andrew, Martin and Romova, Z (2014) Teaching and learning academic writing: narratives of future direction. TESOLANZ Journal, 22. 43 - 54. ISSN 1172-9694

Abstract

This study contributes to an ongoing project on academic writing portfolios and relates their contents and forms to student destinations and imagined communities. Tertiary writing programs such as English for Special Purposes (ESP) and English for Academic Purposes (EAP) need more specificity and focus in their teaching and assessment of tasks for academic purposes in order to create disciplinary identities. Drawing on a series of 41 elicited student narratives from two cohorts over two semesters, this study considers what this ‘focus’ might comprise and describes how a portfolio approach to academic writing prepares students for generic writing skills and strategies while engaging with the types of texts students will read and create in future destinations. The study uses student voices to propel a narrative enquiry into what motivates them to participate in the unit ‘Academic Writing’ and what they realise is useful for their future disciplinary identities.

Item type Article
URI https://vuir.vu.edu.au/id/eprint/26875
Subjects Current > FOR Classification > 1303 Specialist Studies in Education
Current > FOR Classification > 1999 Other Studies in Creative Arts and Writing
Historical > Faculty/School/Research Centre/Department > College of Education
Keywords AW; tertiary academic writing; adult learners; students
Download/View statistics View download statistics for this item

Search Google Scholar

Repository staff login