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dc.contributor.authorCrossan, Sue
dc.contributor.authorJacka, Susie
dc.date.accessioned2018-01-17T02:03:34Z
dc.date.available2018-01-17T02:03:34Z
dc.date.issued2014-02-09
dc.identifier.issn1176-6662
dc.identifier.urihttps://hdl.handle.net/10652/4043
dc.description.abstractThis 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).en_NZ
dc.language.isoenen_NZ
dc.publisherThe New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand.en_NZ
dc.rightsCopyright 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.en_NZ
dc.subjectacademic literacyen_NZ
dc.subjectFoundation Courseen_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectmodels of writing supporten_NZ
dc.subjectAcademic Study Skills for Nursingen_NZ
dc.titleManaging tensions in academic writing for foundation learnersen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-07-11T00:13:15Z
dc.rights.holderAuthorsen_NZ
dc.subject.marsden130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_NZ
dc.subject.marsden130209 Medicine, Nursing and Health Curriculum and Pedagogyen_NZ
dc.identifier.bibliographicCitationCrossan, S., & Jacka, S. (2014). Managing tensions in academic writing for Foundation learners. New Zealand Journal of Teachers' Work, 11(1), pp.141-156.en_NZ
unitec.publication.spage141en_NZ
unitec.publication.lpage156en_NZ
unitec.publication.volume11en_NZ
unitec.publication.issue1en_NZ
unitec.publication.titleNew Zealand Journal of Teachers' Worken_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms58491en_NZ
unitec.publication.placeNew Zealanden_NZ


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