The writing social: identifying with academic writing practices amongst undergraduate students
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 asse...
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| Format: | Article |
| Language: | English |
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Centre for Professional and Educational Development, London Metropolitan University
2022
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| Online Access: | https://repository.londonmet.ac.uk/7741/1/DAVENPORT_Investigations22_FINAL-Accessible.pdf |
| _version_ | 1824446432987316224 |
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| author | Davenport, Emma |
| author_facet | Davenport, Emma |
| author_sort | Davenport, Emma |
| collection | LMU |
| description | 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. |
| first_indexed | 2024-07-09T04:05:09Z |
| format | Article |
| id | oai:repository.londonmet.ac.uk:7741 |
| institution | London Metropolitan University |
| language | English |
| last_indexed | 2025-02-19T01:15:04Z |
| publishDate | 2022 |
| publisher | Centre for Professional and Educational Development, London Metropolitan University |
| record_format | eprints |
| spelling | oai:repository.londonmet.ac.uk:77412025-01-30T10:26:32Z https://repository.londonmet.ac.uk/7741/ The writing social: identifying with academic writing practices amongst undergraduate students Davenport, Emma 370 Education 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. Centre for Professional and Educational Development, London Metropolitan University 2022 Article NonPeerReviewed text en https://repository.londonmet.ac.uk/7741/1/DAVENPORT_Investigations22_FINAL-Accessible.pdf Davenport, Emma (2022) The writing social: identifying with academic writing practices amongst undergraduate students. Investigations in university teaching and learning, 13. ISSN 1740-5106 https://www.londonmet.ac.uk/about/centre-for-professional-and-educational-development/ |
| spellingShingle | 370 Education Davenport, Emma The writing social: identifying with academic writing practices amongst undergraduate students |
| title | The writing social: identifying with academic writing practices amongst undergraduate students |
| title_full | The writing social: identifying with academic writing practices amongst undergraduate students |
| title_fullStr | The writing social: identifying with academic writing practices amongst undergraduate students |
| title_full_unstemmed | The writing social: identifying with academic writing practices amongst undergraduate students |
| title_short | The writing social: identifying with academic writing practices amongst undergraduate students |
| title_sort | writing social identifying with academic writing practices amongst undergraduate students |
| topic | 370 Education |
| url | https://repository.londonmet.ac.uk/7741/1/DAVENPORT_Investigations22_FINAL-Accessible.pdf |
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