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Students’ writing and the transitions from school to university: hybrid ‘discourse of writing’ positions of students and teachers

Baker, Sally (2011). Students’ writing and the transitions from school to university: hybrid ‘discourse of writing’ positions of students and teachers. In: The 1st International Australasian Conference on Enabling Access to Higher Education, 5-7 Dec 2011, Adelaide, Australia.

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This paper explores one case study from PhD research into students' writing in the context of the transition from school to university, particularly focusing on 'discourses of writing and learning to write' (Ivanič, 2004) evident across the two educational levels. The data are taken from a two-year engagement in the field, following students from their last year of A-levels to their first year of undergraduate study. The case study of Kate presented here is built around two principal data sources: interview data and examples of feedback on Kate’s writing collected over the two years. Ivanič's 'discourses of writing' were used as the primary lens to unpick the underlying assumptions and beliefs about writing that the participants hold, engage with and contribute to. In addition, a new assessment discourse of writing is offered as a contribution to Ivanič's framework.

Item Type: Conference or Workshop Item
Copyright Holders: 2011 The Author
Keywords: students’ writing; transition; discourse; feedback
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 30996
Depositing User: Sally Baker
Date Deposited: 19 Jan 2012 12:02
Last Modified: 02 May 2018 13:35
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