Raising attainment with diverse students: An inclusive approach to the teaching of academic literacy
File(s)
Accepted version
Author(s)
Chiu, Y
Rodriguez-Falcon, O
Type
Journal Article
Abstract
This research aims to evaluate the impact of an inclusive writing approach, which strives to embed academic literacy into subject curriculum, an initiative that ran across schools at a UK-based post-1992 university in 2015-16. As an exploratory investigation, this research drew on a redesigned social science transitional module, where academic writing provision is closely in line with the subject content and assessments. This project explores student perceptions and experiences of the embedded writing provision and the extent to which the intervention contributed to student attainment. Data were drawn from focus group discussions, where 41 students participated, and from student grades for the comparison of attainment rates across 2014-15 and 2015-16. The focus groups were analysed using Nvivo 11 to identify key themes in relation to student views of the embedded academic literacy provision. Student grades were explored using MS Excel for the relative progress across academic years. The findings reveal the positive impact of the provision on students’ attainment and confidence as learners and writers in higher education. This paper concludes with pedagogical implications and a discussion of potential areas for further research to investigate the diversification of support modes as to accommodate different learning styles of students.
Date Issued
2018-11-30
Date Acceptance
2018-06-08
Citation
Journal of Academic Writing, 2018, 8 (2), pp.1-12
ISSN
2225-8973
Publisher
Coventry University
Start Page
1
End Page
12
Journal / Book Title
Journal of Academic Writing
Volume
8
Issue
2
Copyright Statement
© 2018 The Author(s)
Identifier
https://publications.coventry.ac.uk/index.php/joaw/article/view/486
Publication Status
Published
Date Publish Online
2018-11-30