Match!

The 'training wheels' of academic essay writing: Considered, coordinated and collaborative use of writing models for commencing HE students

John Hamilton4
Estimated H-index: 4
(VU: Victoria University, Australia)
Abstract
Given the significant increase in non-traditional students and changing pathways into higher education (HE), the need to scaffold academic literacies development for commencing students has never been greater. Writing models are recognised as useful in this process, particularly in relation to academic essay writing. However, there are reservations and concerns with the use of writing models in teaching and learning in HE. These include that models can oversimplify the writing process, inhibit development of writer identity, limit creativity and expression, and lead to an impression that writing conventions and structures are fixed and unchanging (Macbeth, 2010). A further concern is the perceived impact of writing models on assessment processes, including issues of plagiarism and imitation. These various concerns lead to resistance to more extensive use of writing models in HE curricula, or their use only in limited ways. This paper argues for a more considered and coordinated use of writing models, involving closer collaboration between discipline teachers and Academic Language and Learning (ALL) educators. It advocates for student imitation of writing models to be accepted as a legitimate and necessary stage in some students’ formative development as academic writers, and recommends making the purpose and intended uses of writing models clearer to all, including both students and academic staff. The paper uses the analogy of ‘training wheels’ on a bicycle to explore some of these themes, including why writing models may be valuable, their limitations, and their likely longer term impact on commencing HE students’ development as academic essay writers.
  • References (22)
  • Citations (0)
📖 Papers frequently viewed together
57 Citations
38 Citations
2014
1 Author (Łukasz Salski)
78% of Scinapse members use related papers. After signing in, all features are FREE.
References22
Newest
#1Keithia Lynne Wilson (Griffith University)H-Index: 24
#2Karen Murphy (Griffith University)H-Index: 8
Last. Nicholas J. Buys (Griffith University)H-Index: 18
view all 6 authors...
The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of three cohorts of commencing students in their first three weeks of university study in a Health Faculty. A short survey was developed based on a system...
14 CitationsSource
#1Betty Gill (University of Western Sydney)H-Index: 5
This paper reports on an institution-wide strategy to improve first year assessment practices. Assessment is central to the student experience and to informing their developing conceptions of themselves as students. Despite this central importance, much national and international literature raises questions about the fitness-for-purpose of assessment practices in higher education. The reported strategy was developed in response to analysis of student feedback, which suggested, like the literatur...
4 CitationsSource
#1Kate WilsonH-Index: 5
#2Linda Devereux (UNSW: University of New South Wales)H-Index: 4
Scaffolding is a term frequently used by tertiary educators and especially in the field of Academic Language and Learning (ALL), but it is often not clearly understood or adequately theorised. It originates from Vygotsky’s (1978) theories of social learning: the view that learning takes place in social environments through interaction with peers and more knowledgeable others. Although the term was introduced by Woods, Bruner and Ross (1976), it has since been refined by a number of theorists inc...
11 Citations
#1Kerry Hunter (UTS: University of Technology, Sydney)H-Index: 3
#2Harry Tse (UTS: University of Technology, Sydney)H-Index: 3
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and...
14 CitationsSource
#1Frances Williamson (USYD: University of Sydney)H-Index: 2
#2Rosalie Goldsmith (UOW: University of Wollongong)H-Index: 3
Concern about student retention and success remains paramount in universities both in Australia and overseas, especially in the light of the ongoing massification of higher education, yet current strategies are not necessarily dealing successfully with the changing demographics of student populations. This is particularly so in the realm of developing student academic literacies. This paper argues strongly for a shift in approaches to the development of academic literacies, adopting current tren...
3 Citations
At the heart of this paper is the idea that student engagement is a complex business. It examines a number of conceptual engagement frameworks that show how this complexity can enhance the first year experience of students in higher education. Eight propositions emerge from the complexity. Some are present in all conceptual frameworks; others feature only in a few or are implied rather than stated. But each offers some suggestions for teachers and institutions to engage students. Some propositio...
27 CitationsSource
#1David Carless (HKU: University of Hong Kong)H-Index: 29
#2Diane Salter (HKU: University of Hong Kong)H-Index: 2
Last. Joy Lam (HKU: University of Hong Kong)H-Index: 1
view all 4 authors...
Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample of award‐winning teachers. The findings focus on t...
251 CitationsSource
#1Hamish Coates (University of Melbourne)H-Index: 26
#2Laurie Ransom (Australian Council for Educational Research)H-Index: 1
30 Citations
#1Karen Handley (Oxford Brookes University)H-Index: 13
#2Lindsay Williams (Oxford Brookes University)H-Index: 2
Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study which sought to enhance engagement by giving students...
77 CitationsSource
#1Anthony R. Artino (USU: Uniformed Services University of the Health Sciences)H-Index: 30
article i nfo Notwithstanding the growth of online learning, little is known about the personal factors that predict student decisions to enroll in online courses. This study examined the relations between several personal factors and students' choice of instructional format. After completing an online course, service academy undergraduates (N=564) completed a survey that assessed their motivational beliefs (task value and self- efficacy), achievement-related emotions (enjoyment, boredom, and fr...
51 CitationsSource
Cited By0
Newest