• Making inter-disciplinary spaces for talk about and change in student writing and literacy development

    Author(s):
    Sherran Clarence (see profile)
    Date:
    2011
    Subject(s):
    Academe, Education
    Item Type:
    Article
    Tag(s):
    academic development, academic literacies, academic writing, teaching
    Permanent URL:
    http://dx.doi.org/10.17613/M65D16
    Abstract:
    This paper discusses the role of a Writing Centre in creating spaces for talk about and change in disciplinary writing pedagogy. It asks how collaborative partnerships between disciplinary academics and Writing Centre practitioners might be established and nurtured sustainably. Drawing on insights from two collaborations with academics in political studies and law, the article asserts that Writing Centre practitioners play a valuable role in talking about and changing the way academic writing and literacy is taught in the disciplines. This is shown by working consistently with the understanding that critical reading, thinking and writing are literacy acts rather than generic skills, and must therefore be learned and practiced in the disciplines. By supporting disciplinary academics in re-examining course outcomes, materials and assessments, and moving away from a ‘skills approach’ to writing, it is shown that building discipline-specific spaces for writing and literacy development is possible through these collaborative partnerships.
    Metadata:
    Published as:
    Journal Article
    Pub. DOI:
    http://dx.doi.org/10.1080/13562517.2011.611876
    Publisher:
    Informa UK Limited
    Journal:
    Teaching in Higher Education
    Volume:
    17
    Issue:
    2
    Start Page:
    127
    End Page:
    137
    Status:
    Published
    Last Updated:
    2 weeks ago
    License:
    Attribution-NonCommercial

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