Embedding the Teaching of Academic Writing into Anthropology Lectures

Autor/inn/en	Mostert, Linda Ann; Townsend, Rodwell
Titel	Embedding the Teaching of Academic Writing into Anthropology Lectures
Quelle	In: Innovations in Education and Teaching International, 55 (2018) 1, S.82-90 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2016.1231619
Schlagwörter	Academic Discourse; Anthropology; Lecture Method; Teaching Methods; Learning Modules; Feedback (Response); Annotated Bibliographies; Blended Learning; Instructional Effectiveness; Student Attitudes; Teacher Attitudes; Correlation; Word Frequency; Questionnaires; Focus Groups; Action Research; Educational Strategies; College Programs; Foreign Countries; Semi Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Anthropologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning module; Lernmodul; Bibliography; Bibliographies; Bibliografie; Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Korrelation; Word analysis; Frequency; Wortanalyse; Häufigkeit; Fragebogen; Projektforschung; Lehrstrategie; Studienprogramm; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper lends support to the argument that students require a variety of teaching strategies to help them improve their academic writing. The study described here took place in 2014 in the context of embedding the teaching of academic writing into anthropology modules. The strategies implemented were microthemes, peer feedback, annotated bibliographies, and, for the sake of introducing blended learning, word clouds. The findings provide an overview of what aspects of each teaching strategy were helpful and which were problematic. In this regard, differences between the perspectives of the anthropology lecturer and the students were revealed, with the lecturer's opinion differing from that of the majority of students regarding peer feedback. The findings should be useful to lecturers who wish to help their students with academic writing, and to academic developers who are responsible for showing staff how to embed the teaching of writing into the disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01