TALKING ABOUT WRITING IN HIGHER EDUCATION

Rachel Stubley & Nicola Woods

University of Wales, Newport

Presentation overview

Rationale for, and influences on, the project

About the students Key themes from the focus groups Ideas for developing our own practice as

HE teachers

Deficit/simplistic models of literacy

The Moser Report/government discourse: One fifth of population “functionally illiterate” (DfEE

1999) HE discourse:

“falling standards” of undergraduate/graduate literacy

Academic writing is a set of generic transferable skills (spelling,

grammar) a transparent medium for representing knowledge

Ideas informing our research

Academic literacies (Lea & Street 1998, 2006) a highly subject-specific set of practices language practices reflect the traditions of

particular subject disciplines knowledge is constructed through language

Critical language awareness (Ivanic & Simpson 1992, Clark & Ivanic 1997) examines the relative power of different literacy

practices sees writer identities as socially-constructed contests the “inevitability” of particular genre

conventions

The project so far

53 volunteer participants (1st and 2nd years) from 10 teacher training courses

12 focus group lunches (c. 1 hour) 3 – 5 students in each group Discussions recorded/transcribed

What are students studying?

In-service part time courses

Pre-service full time courses

Totals

ITT under-graduate entry

Certificate in Education = 13

BSc /BA teaching degrees = 18

32

ITT graduate entry

PGCE = 3 PGCE = 8 11

ProfessionalDevt. mixed UG/PG

Certificates in Teaching = 10

n/a 10

Totals 27 26 53

Educational histories

Student age range: 44 out of 53 (83%) are over 25

Using a new language

I wanted to say I had a really fun time in the school and I had to put “it was a good experience, challenging, motivating” and it’s not, I just really enjoyed it [laughter] – it was bloody great, it was - tidy! (Dave, BSc yr 2)

Some of the lessons we had last year, it was like gobbledygook ... long academic words weren’t properly explained (Karen, Cert Ed)

You try and talk in a teacher’s language using words like cognitive behaviour ... the buzz words that differentiate and positive self esteem, emotional intelligence... [stuffs large cake in mouth] (John, BSc yr 1)

Orientations to writing assignments

Conformers (willing, strategic, reluctant, demoralised)1. I came here for my access [course], did my degree here –

everything I’ve learnt has been taught to me by the university ... it’s been easier for me because I’ve always done it in the way they’ve wanted me to do it. (Julie, PGCE)

2. It doesn’t bother me who else reads it, but I’m writing it with the intention of getting the best marks that I can [from my] tutor... (Angharad, BA)

3. I find it hard to question it ... you just sort of accept ... you adopt that style (Judy, PGCE)

4. It was quite disheartening really, cos you were thinking, is it right? What more can I do? (Shirley, Cert Ed)

Orientations to writing assignments

Engagers (critical, confident)

I think a theory is just that. Somebody has just come up with that idea one day from their practice and we’re no different, and if their theory doesn’t work in your practice I think you’ve got a right to say. (Leanne, Cert Ed)

[academic writing] gives me more understanding of what is expected of me... I mean I absolutely love it... the whole process, it’s making me a better writer, a better communicator... (Maureen, Cert Ed)

Academic-vocational mismatch

There’s a mismatch in a way, between this [academic] level and why have we come here? We’ve come here to be better teachers of people at that [entry] level.... (Jan, Certificate in Teaching)

You might be the best... a brilliant teacher in the classroom... but to get that down on paper, to make it make sense... (Shirley, Cert Ed)

Academic-vocational integration

[Academic writing] makes you a better teacher, it’s what we’re here for... it’s a process, the process you have to do, learn that process, interpret that process ... (Maureen, Cert Ed)

Addressing the mismatch: using an “academic literacies” model 1 Greater transparency

more explicit guidance of “surface” conventions of particular genre (layout, format, referencing)

collaborative planning more use of exemplar/past student

assignments

Addressing the mismatch: using an “academic literacies” model 2 Developing professional understanding

Can we articulate exactly how writing reflects and informs values in our subject areas?

Developing pedagogy Can we help students experience the link

between theory and practice? ways of writing and ways of “being a brilliant

teacher in the classroom”?

Bibliography

CLARK, R. & IVANIC, R. (1997) The Politics of Writing London: Routledge

DfEE (1999) Improving literacy and numeracy: A Fresh Start: report of the working group chaired by Sir Claus Moser London: DfEE

IVANIC, R. AND SIMPSON, J. (1992) Who’s who in academic writing? in FAIRCLOUGH, N. Critical Language Awareness London: Longman

LEA, M. R., & STREET, B. V. (1998) Student Writing in Higher Education: an academic literacies approach in Studies in Higher Education 23, 2 pp. 157 - 172

LEA, M. R., & STREET, B. V. (2006) The “Academic Literacies” Model: Theory and Applications in Theory into Practice 45, 4 pp 368 – 377

What are students studying?

In-service part time courses Pre-service full time courses

Totals

ITT under-graduate entry

•Certificate of Education = 10•Cert Ed Adult Numeracy = 3•Cert Ed Adult Literacy = 1

•BSc Secondary Design and Technology = 8•BA Primary QTS = 10

32

ITT graduate entry

•PGCE Post-compulsory Ed = 3 •PGCE Adult Literacy = 3•PGCE ESOL = 4•PGCE Adult Numeracy = 1

11

CPD mixed entry

•Certificate in Teaching Numeracy = 1•Certificate in Teaching Adult Literacy = 9

n/a 10

Totals 27 26 53