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Writing from A to U: Questions About Writing Across the 16-19 Transition: John Hodgson and Ann Harris Argue That We Need to Develop a Fuller Understanding of Students' Writing As They Move from A-Level to University, And Ask Readers to Help

By English Drama Media

Release : 2010-10-01

Genre : Education, Books, Professional & Technical

Kind : ebook

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The quality of students' writing concerns teachers at all levels of education. Studies in higher education have recently raised questions about the relation of students' academic literacies, especially writing, to the culture and pedagogy of the university (Lea and Street, 1998; Lea and Stierer, 2000; Ganobscik-Williams, 2006; Murray et al., 2008; and several others). In this context, the Royal Literary Fund's 2006 report Writing Matters was widely noticed because it was written not by academics but by professional writers. For several years, the Royal Literary Fund has sent its Fellows--published authors--into universities to work with students, mainly by means of one-to-one tutorials. As the Fellows corresponded with each other about their experiences in universities, the Report explains, they found that 'they were all facing the same problems': Large numbers of students, often very bright, who hadn't the foggiest notion how to write. They had never been taught to do it, and so the conventions of discursive prose were either alien or unknown to them. So many of us found ourselves, week in and week out, teaching the fundamentals of literacy, that the RLF decided to commission this report.

Writing from A to U: Questions About Writing Across the 16-19 Transition: John Hodgson and Ann Harris Argue That We Need to Develop a Fuller Understanding of Students' Writing As They Move from A-Level to University, And Ask Readers to Help

By English Drama Media

Release : 2010-10-01

Genre : Education, Books, Professional & Technical

Kind : ebook

(0 ratings)
The quality of students' writing concerns teachers at all levels of education. Studies in higher education have recently raised questions about the relation of students' academic literacies, especially writing, to the culture and pedagogy of the university (Lea and Street, 1998; Lea and Stierer, 2000; Ganobscik-Williams, 2006; Murray et al., 2008; and several others). In this context, the Royal Literary Fund's 2006 report Writing Matters was widely noticed because it was written not by academics but by professional writers. For several years, the Royal Literary Fund has sent its Fellows--published authors--into universities to work with students, mainly by means of one-to-one tutorials. As the Fellows corresponded with each other about their experiences in universities, the Report explains, they found that 'they were all facing the same problems': Large numbers of students, often very bright, who hadn't the foggiest notion how to write. They had never been taught to do it, and so the conventions of discursive prose were either alien or unknown to them. So many of us found ourselves, week in and week out, teaching the fundamentals of literacy, that the RLF decided to commission this report.

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