Now You Don't See It; Now You Do: Writing Made Visible in the University

Autor/in	Mitchell, Sally
Titel	Now You Don't See It; Now You Do: Writing Made Visible in the University
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 9 (2010) 2, S.133-148 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022210361452
Schlagwörter	Writing (Composition); Writing Instruction; Foreign Countries; Universities; Conference Papers; College Students; Learning Processes; Cognitive Development; Literary Genres; United Kingdom + Suchen Sie Ihr Suchwort? Schreibübung; Schreibunterricht; Ausland; University; Universität; Konferenzmaterial; Collegestudent; Learning process; Lernprozess; Kognitive Entwicklung; Literarische Form; Großbritannien
Abstract	This article was given as a keynote address to the 2009 conference of the European Association for the Teaching of Academic Writing (EATAW), 30 June to 2 July, at Coventry University, UK. It draws on experiences at Queen Mary, University of London, of developing a "writing in the disciplines" initiative and of working towards institutional recognition for writing as a key and integral part of student learning. It raises issues about the transition from school to university writing and about such frameworks as "Graduate Attributes". Sometimes weaving together others' stories, it argues that, whilst there is great potential for writing development in universities, we also need to be aware of risks that derive from adopting industrialized approaches, governed by a narrow emphasis on form, belief in the possibility and benefits of "transparency" and an over-reliance on explicit criteria to drive assessment and learning. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10