Embedding Academic Writing Instruction into Subject Teaching: A Case Study

Autor/inn/en	Wingate, Ursula; Andon, Nick; Cogo, Alessia
Titel	Embedding Academic Writing Instruction into Subject Teaching: A Case Study
Quelle	In: Active Learning in Higher Education, 12 (2011) 1, S.69-81 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787410387814
Schlagwörter	Feedback (Response); Undergraduate Students; Intervention; Applied Linguistics; Program Effectiveness; Writing Instruction; Teaching Methods; Academic Discourse; Curriculum Development; Curriculum Implementation; Blended Learning; Questionnaires; Interviews; Foreign Countries; Educational Principles; Program Evaluation; United Kingdom + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fragebogen; Interviewing; Interviewtechnik; Ausland; Bildungsprinzip; Programme evaluation; Programmevaluation; Großbritannien
Abstract	The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded instructional methods and provide an example that can be followed by lecturers across disciplines and institutions. Through the integration of in-class and online writing tasks and assessment feedback in a first-term module, we supported students' writing development throughout the first term. We evaluated the effects of the intervention through the analysis of notes on classroom interaction, a student questionnaire and interviews, and a text analysis of students' writing and the feedback comments over time. The evaluation findings provide insights into the feasibility and effectiveness of this approach. The embedded writing instruction was perceived as useful by both students and teachers. The assessment feedback, whilst being the most work-intensive method for the teachers, was valued most by the students and led to substantial improvements in the writing of some. These findings suggest that embedded writing instruction could be usefully applied in other higher education contexts. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10