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 UKbased 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.