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    Managing tensions in academic writing for foundation learners

    Crossan, Sue; Jacka, Susie

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    Date
    2014-02-09
    Citation:
    Crossan, S., & Jacka, S. (2014). Managing tensions in academic writing for Foundation learners. New Zealand Journal of Teachers' Work, 11(1), pp.141-156.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4043
    Abstract
    This paper presents an analysis of a professional development initiative to promote sustainable literacy initiatives in our institution (Piggot - Irvine et al., 2010). We undertook an action research project to examine the effectiveness of our teaching of a writing assessment in two different semester cohorts. Academic Study Skills for Nursing aimed to help students seeking entry into a nursing programme to develop the necessary strategies and tools for managing academic study at degree level. However ,it was our experience that our students do not seamlessly receive the skills our course was initially designed to teach. This paper outlines literature relating to writing in higher education and compares the results of two cohorts, one receiving instruction from a study skills/academic socialisation perspective and another receiving instruction from an academic literacies perspective that explicitly acknowledges the tensions students must learn to manage in academic writing. Changes made to our teaching of a report writing assessment followed an academic literacies perspective that views writing as a process of meaning - making and the contestation around meaning, rather than learning compartmentalised skills (Carstens , 2012, p. 12 ). [The opinions expressed are those of the paper author(s) and not the New Zealand Journal of Teachers ’ Work] Our findings challenge a normative discourse of literacy acquisition that privileges a technical and linear model which positions non-traditional students’ literacy ractices as deficit (Coleman, 2009).
    Keywords:
    academic literacy, Foundation Course, Unitec courses, models of writing support, Academic Study Skills for Nursing
    ANZSRC Field of Research:
    130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130209 Medicine, Nursing and Health Curriculum and Pedagogy
    Copyright Holder:
    Authors
    Copyright Notice:
    Copyright is held by individual authors but offprints in the published format only may be distributed freely by individuals provided that the source is fully acknowledged.
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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