Student Writing in Transition Symposium 2012

Student Writing in Transition Symposium 2012

Keynote presentation

9.55am–10.40am

Building supportive cultures for student writing in UK higher education.

Lisa Clughen and Dr Christine Hardy, Nottingham Trent University

Lisa Clughen, School Learning and Teaching Co-ordinator, Nottingham Trent University

Dr. Christine Hardy, Learning andTeaching Co-ordinator, Nottingham Trent University

Christine Hardy is a principal lecturer in the School of Art and Design, Nottingham Trent University. She has a PhD from Nottingham University in adult reading. Her current research interests, and the subject of national and international publications, is student engagement. This includes transitions, academic literacies and internationalisation. She is co-founder of the international network RAISE (Researching, Advancing and Inspiring Student Engagement) and a fellow of the Higher Education Academy.

Lisa Clughen studied at Oxford, Sunderland and Newcastle universities and is currently a principal lecturer in the School of Arts and Humanities at Nottingham Trent University. She has worked in literacy development in a variety of settings for over 20 years and runs the School’s Academic Support Service. She has published and presented numerous papers on academic literacies, especially academic writing development.

Abstract

In this keynote Lisa and Christine will share the results of their research with students on literacy by focusing on students' experiences of writing prior to attending university and their experiences of writing during the transition to university. Experiences of writing at school in the UK, from its content and delivery to its assessment and support impact on student expectations of writing at university. Many students feel adequately or well prepared for the demands of writing at university, but their perceptions of their preparedness for HE writing cultures are often at odds with the realities of the cultures themselves and, especially given the increasing diversity of the student body, many reach university without the essential skills to make the most of their studies, and often experience difficulties. We identify the main features of writing cultures in the UK school system and in HE, areas of particular concern for both students and staff with writing in HE, and explore what support can be given to students to help with the transition to HE writing cultures.

Parallel Sessions 1

11.00am- 11.45am

Talking about the ‘F’ word: the importance of failure and the role it can usefully play in the writing development process

Amanda French, Senior Lecturer, Wolverhampton University

I worked in further education and the voluntary sector for nearly 20 years as a lecturer and am currently employed as a senior lecturer in Early Childhood Studies and Education Studies at Wolverhampton University. I lead on our Level 4 personal tutor system which incorporates a compulsory Level 4 professional and professional development module where I have worked with other lecturers to develop embedded and blended strategies for the development of first year students’ academic writing. My PhD research focuses on lecturers’ perceptions of academic writing and writing development for undergraduates, a topic that reflects my longstanding commitment to innovative and critical pedagogies.

Abstract

This workshop is about subverting and questioning some traditional ideas and assumptions about academic writing development practices in higher education. I hope that the workshop will shift the focus away from the end product of the written assignment. Instead it will carefully consider the processes involved in writing for academic purposes for students and lecturers. In particular it will raise the importance of failure and the role it can usefully play in the writing development process. In addition I will be re-thinking the lecturer/student relationship and considering how we can build communities of practice in the academy around embedded writing practices.

Invisible writing and the link between semi-colons and stupidity

Dr.Pat Hill, Senior Lecturer/Academic Skills Tutor,University of Huddersfield

Pat is a senior lecturer and Academic Skills Tutor in the School of Music, Humanities and Media at the University of Huddersfield. Her PhD centred on the development of formal writing skills at university. She provides one-to-one, small group and class sessions on all aspects of academic development. Her two main interests are academic writing development and embedding learning development into the curriculum. She works with subject staff in a bid to design curricula where the teaching of academic, information literacy and employability skills is integrated progressively throughout the student journey. She is Chair of an Embedding Skills Group for the Association of Learning Developers in Higher Education and at present is working on expanding a University of Huddersfield website into a national on-line resource.

Abstract

As readers, we notice writing which differs from our concept of what is appropriate for the purpose. As academics, our notion of what is appropriate in formal written English can be very different from that produced by first year degree students. This workshop aims to explore ways in which we might help students make their writing less ‘visible’ to the reader. Attitudes towards writing are more emotional than many acknowledge. As Deborah Cameron once pointed out regarding the sight of a sign that read ‘Potatoe’s’, we may ‘choose to suppress irritation... [but] cannot choose not to feel it’ (1995, p14). The link between writing and cognitive ability is a complex one, made even more so by inherent elitism in our education system (Hill, 2008). Those who possess good writing skills often find it difficult to empathise with students who cannot use semicolons or apostrophes correctly, even when valuable lesson time has been spent on it or specific resources are given. This session starts with a practical exercise on assessing student writing. This is followed by a discussion on attitudes of staff and students stimulated by findings from my own research. The final part will allow for sharing of best practice, including ideas from some of the modules developed at Huddersfield.

From stumbling blocks to building blocks: overcoming some of the barriers to writing academically at NTU

Sarah Johnson, Learning and Teaching Officer, Nottingham Trent University

Sian Trafford, Learner Support Co-ordinator, Nottingham Trent University

Sarah has a key role developing learning resources which focus on academic writing. A large number of these are placed in NOW and the learning repository and are designed for staff to embed into their own working practices. Sarah is also the key co-ordinator for the Student Mentors employed by the University and the open access workshops run by the Learning Development Team within the Library.

Siân is Learner Development Co-ordinator in the School of Social Sciences at Nottingham Trent University, providing support for academic writing, both on a one-to-one and a group basis via open access writing development workshops. Siân also works with programme tutors, delivering subject specific learning development sessions throughout the year.

Abstract

Students can find the conventions of academic writing in HE baffling and frustrating. At best this can affect their confidence and hinder their academic development; at worst, it may cause to them abandon their studies and withdraw from university. This session will demonstrate some quick and easy activities which can be adapted and used in seminars and tutorials in

order to clarify:

a)what is meant by ‘academic writing’

b)what is required for students to develop their writing

This is an interactive session which will involve delegate participation and reflection and will allow time for the sharing of ideas and good practice.

Parallel Sessions 2

11.50am - 12.35am

Scaffolding researching and writing skills for level 1 students

Jane Challinor, Course Leader and Senior Lecturer, BA(Hons)Health and Social Care, Nottingham Trent University

Whilst being largely responsible for modules in leadership at levels 3 & 4, Jane also teaches a level 1 module in Study Skills which introduces students to writing at University.

Abstract

This presentation describes the step by step process followed to help students develop their first piece of written work at University. This assignment requires students to develop & apply multiple skills in researching, referencing, structuring and writing at an appropriate level. Using a social bookmarking tool – Diigo – as a stepping off point to researching the topic - and as a tool for collaboration - the assignment brief also describes in detail the process and structure of the assignment and is supported by multi-media “mini tutorials” as well as seminar activities. At the same time, students are given some freedom in the construction of essay title which has as a general theme the value of social networking in higher education.

Student feedback and samples of work will also be discussed.

When you say, ‘in the curriculum’, you actually mean ‘on the time-table’, don’t you? Opportunities and limitations when supporting transition in the mainstream curriculum

Marta Ulanicka and Steve Rooney, Learning Development Team, University of Leicester

Steve is Learning Development Manager at the University of Leicester. In addition to providing support to students across a range of disciplines, he also works closely with academic departments on curriculum design and development. He is a member of the national Steering Group of the Association of Learning Developers in Higher Education (ALDinHE). Prior to working at the University of Leicester, Steve worked in Further Education.

Marta is a Learning Development Adviser at the University of Leicester. She works both centrally and with departments to help develop students’ writing and academic skills, as well as coordinating the Peer Assisted Learning Leicester Award. Prior to coming to Leicester University, Marta worked within the Further Education and Adult Learning sector.

Abstract

In recent years, support for transition to HE level study at the University of Leicester has shifted considerably, with a far greater emphasis on providing curriculum specific workshops, activities and resources. This shift reflects practice across much of the HE sector. Support for transition generally forms part of either dedicated skills development modules, or more traditional subject modules for which there are integrated skills development components. This approach has yielded a number of advantages, not least in helping us to reach and engage with larger numbers of students. At its best, it also enables us to explore transition within academic contexts which are more meaningful and relevant to students. It’s also thrown up a number of challenges, however, including:

• curriculum ‘presence’ doesn’t always equate with genuine curriculum integration
• activities are not always timely
• engagement with modules can sometimes come at the expense of pedagogic sovereignty or space to innovate
• provision remains largely separate from assessment and feedback processes
• the approach places pressure on resources and needs to made more sustainable

As we look to address these challenges, this workshop will provide a space for people to share their own experiences as well as ideas for, and approaches to, making curriculum-level support for transition more integrated and sustainable.

Bridging the Divide: Information Literacy the forgotten link

Jackie Dunn, Senior Library Assistant, Robinson Library, Newcastle University

Ann-Marie Laws, Librarian/LRC Manager, Ponteland High School, Northumberland

Jackie started her career in the Library of Literary and Philosophical Society in Newcastle and has worked in various library sectors over the years. In 2008 she joined the Arts Liaison team at Newcastle University, where she has responsibility for looking after the information needs of everyone associated with the schools of Historical Studies and English. In recent years Jackie has been involved with the Robinson Library Education Outreach team, delivering information literacy sessions for local 6th form students and liaising with school librarians regarding student transition.

Jackie’s main interests are teaching information literacy and student transition. Bridging the Divide project combines these interests and has given Jackie the opportunity to work alongside Ann-Marie Laws.

Ann-Marie has worked as a School Librarian for six years, with previous roles in further education, higher education and public libraries. The focus of Ann-Marie’s work is as a specialist role in the support of the learning and development of students, in addition to facilitating the planning and implementation of programmes to equip them with the skills necessary to succeed.

Ann-Marie’s interests include information literacy, reading promotion and development and e-resources; interests which have enabled Ann-Marie to work collaboratively with Jackie on Bridging the Divide.

Bridging the Divide will equip School Librarians with a voice and awareness that at least one of the most important aspects of their role (development of information literacy) is being addressed.

Abstract

The notion of the transitioning student has been widely researched, and has attracted much debate and speculation resulting in a sea change and a shift in priorities towards the learner centred focus.

Whilst information literacy programs for the transitioning student cannot be considered a new idea, we share the belief that:

Collaboration between library staff in Schools and Higher Education and the dissemination of information Literacy skills into education at a much earlier age is a new, exciting and valuable research strand.

In the autumn of 2011, extensive questionnaire research indicated some astonishing results. A growing trend emerging in the profession was highlighted in our two questionnaires; the frequency in which library personnel are required to deliver Information Literacy teaching, often joining forces with teaching colleagues working collaboratively to support student learning. This prompted the initiation of focus groups in Spring 2012 to inquire ‘should library staff hold a teaching qualification?’ We will share the findings with you at SWIT in September!

We believe if we can introduce the notion that good Information Literacy skills can become a way of life, we can bridge the divide between School, University and beyond.

Our research aims to develop an Information Literacy framework in the form of an online toolkit which can be used in all sectors. It will allow the sharing of good free resources and material to support students in the development of good research skills much earlier in their studies, enabling smooth transition and support library staff that find themselves in a teaching role.

It is interesting to note that whilst Bridging the Divide itself is about collaboration between library staff in School and Higher Education libraries, its project partners Jackie Dunn and Ann-Marie Lawsalso work in the vastly different sectors of School libraries and Higher Education libraries.

Parallel Sessions 3

1.30pm – 2.10pm

Transitioning into postgraduate writing in a practice-oriented discipline

Lia Blaj-Ward, Lecturer, Nottingham Trent University

Lia coordinates in-sessional language and study skills support for international students in Art, Design and Built Environment courses and teaches on a range of English for Academic Purposes (EAP) courses. She has a keen interest in research methodology and is actively involved in building capacity for EAP-related research through BALEAP’s Research Training Event Series.She holds a PhD on research training pedagogies, an MSc in educational research methods and a DELTA.

Abstract

The presentation is premised on a view of transition as an enabling and creative phase, inherent in all postgraduate projects, rather than a phase in which remedial work needs to take place to bring students (home and international) to an established “standard”. Writing and practice are fundamentally interconnected and can develop successfully if they are pedagogically scaffolded in response to the discipline/practice-specific conversations the students aim to enter through their postgraduate work, as well as taking into account individual writer profiles and experiences. The presentation briefly reviews the theoretical grounding of writing development sessions offered by the NTU Language Centre to international students at NTU and puts forward for discussion vignettes on three related aspects: cooperation between a Language Centre-based writing developer and a discipline-based lecturer; group activities for scaffolding student writing; and negotiating the meaning of a stretch of text in an individual project. The audience are invited to reflect on the suggested activities for scaffolding learning, explore the relevance of these activities for their own disciplines, and contact the Language Centre to discuss tailored support for international students on their courses.

Adding 'purpose' to instruction on the use of sources, referencing and "avoiding plagiarism"

Diane Schmitt, Lecturer/Senior Lecturer, Nottingham Trent University

Diane Schmitt is a Senior Lecturer in EFL/TESOL at Nottingham Trent University.She is Deputy Director for the MA in English Language Teaching and also teaches on a range of English for Academic Purposes courses. She has co-authored two textbooks on teaching academic vocabulary.She regularly presents, publishes or consultson the following areas: academic writing, plagiarism, vocabulary acquisition, language testing, materials development and the international student experience.

Abstract

Instruction on use of sources in academic writing has been dominated by approaches that aim to teach students to “avoid plagiarism”. These approaches are supported by the use of text matching software such as that used by Turnitin. I’ll argue that these approaches focus too much on the words that students borrow from their sources and too little on the ideas from those sources. In this talk, I will offer some ideas on how lecturers might redress that imbalance by focusing on the purpose of source use in academic writing. Together, we’ll explore why and how writers make use of the ideas of others’ in their own writing and consider pedagogical interventions that aim to help students move beyond a mechanical approach to source use to one that helps to develop purposeful use of sources.