Learning from Contrasts: First-Year Students Writing Themselves into Academic Literacy

Autor/inn/en	Roald, Gunhild Marie; Wallin, Patric; Hybertsen, Ingunn Dahler; M. Stenøien, Jorun
Titel	Learning from Contrasts: First-Year Students Writing Themselves into Academic Literacy
Quelle	In: Journal of Further and Higher Education, 45 (2021) 6, S.758-770 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roald, Gunhild Marie) ORCID (Wallin, Patric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1813264
Schlagwörter	College Freshmen; Student Adjustment; Student Experience; Academic Language; Writing Workshops; Literary Genres; Discourse Communities; Sense of Community; Socialization; Self Efficacy; Perspective Taking; Multiple Literacies; Writing Skills; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienerfahrung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Literarische Form; Socialisation; Sozialisation; Self-efficacy; Selbstwirksamkeit; Zukunftsperspektive; Writing skill; Schreibfertigkeit; Ausland; Norwegen
Abstract	The contribution of this article is to highlight how exploring various writing genres in the beginning of higher education can contribute to academic literacy. While many studies have addressed the transition into academia by focusing on academic writing, the use of various writing genres has scarcely been researched. Based on the thematic analysis of focus-group interviews that explore first-year students' experience of writing in academia, we present and discuss three emerging themes: 1) academic writing as a dull and constricted world, 2) playing with and playing out identities through writing in various genres, and 3) learning academic writing from contrasts. Our research indicates that starting with other writing genres than the academic genre might foster an experience of mastery that could enhance self-efficacy when it comes to academic writing. Moreover, discovering contrasts to academic writing can help students to understand the boundaries and characteristics of academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01