Steve Rutherford BIOSI [email protected]
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Steve RutherfordBIOSI
An “electronic resource” to
support students’ academic writing
skills ?
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ACADEMIC WRITINGAcademic writing is central to many degrees
“Learning in higher education involves adapting to new ways of knowing: new ways of understanding, interpreting and organising knowledge. Academic literacy practices—reading and writing within disciplines--constitute central processes through which students learn new subjects and develop their knowledge about new areas of study.”
Lea and Street (1998). Studies in Higher Education, 23: 157-172
“Both coursework and examination essays appear to be more likely to promote deep approaches to learning when compared with fact-oriented multiple choice tests.”
McCune (2004). Higher Education 47: 257–282
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IS THERE A PROBLEM?Students are unprepared for academic writing in HE
Lack skillsLack understanding of academic expectations
“... interviews with staff suggest that academic staff have their own fairly well-defined views regarding what constitutes ... a good piece of student writing ... These tend to refer to form in a more generic sense, including attention to syntax, punctuation and layout, and to such apparently evident components of rational essay writing as 'structure', 'argument' and 'clarity'. “
“...interviews with students revealed a number of different interpretations and understandings of what students thought that they were meant to be doing in their writing.” Lea and Street (1998). Studies in Higher Education, 23: 157-172
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IS THERE A PROBLEM?Students are unprepared for academic writing in HE
Lack skillsLack understanding of academic expectations
"Students can have no idea of the concept of making an argument so their essays are entirely descriptive. You know, 'and then this happens, and such-and- such an academic says this about it, and then this happens, and so-and-so says that'.“Helena Attlee, Fellow of the Royal Literary Fund; Worcester University;
"Students can have an idea that it's a linear thing – you do your reading, then you get a cup of tea and sit down to write. We try to get across that it's a much more cyclical process; do some research, draft a bit, read some more, think, consider what you've written, redraft... “Kate Brooks (UWE)
Guardian 26/4/11
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CHALLENGEGap between students’ views of capability
and staff opinions
Limited exposure to academic writing prior to University
How to: Educate students in techniques and approaches
Not induce feelings of worthlessnessGet students to follow directions!
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Initial AimDesign a web-based or CD-ROM based
interactive resource to supportESSAY WRITING in HE Sciences
Examplar essays with annotationsLinks to questions and exercises
Problems and exercises covering Referencing, Constructing an Argument, Structure, etc.
Examples of common mistakes & how to avoid themAdaptable to different subjects
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Revised Aims
GAP AnalysisWhat is there in the market/community?
How effective are these likely to be?How interactive are the available resources?
What do students want?
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Revised Aims
GAP AnalysisWhat is there in the market/community?
How effective are these likely to be?How interactive are the available resources?
What do students want?
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WHAT SUPPORT IS THERE?
Majority of support methods areText BooksWebpages
Written Guides
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WHAT SUPPORT IS THERE?Majority of support methods are
Text Books
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WHAT SUPPORT IS THERE?Majority of support methods are
Websites
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WHAT SUPPORT IS THERE?Majority of support methods are
Written Guides
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HOW INTERACTIVE/ ENGAGING ARE THESE LIKELY TO BE?
Not interactive at all
No active learning by the student
No direct link between the advice/text and a real example
ENGAGEMENT LEVELS LIKELY TO BE LOW
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What is the best alternative?
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Surveyed Year 1 BIOSI students (within first 6 weeks of academic year)
WHAT DO STUDENTS THINK?
• Experience of writing essays before university• Confidence levels for literacy skills• Which support methods they would value
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In which of your A-Levels were you required to write essays or extended written work
(1000 words+)
PREVIOUS EXPERIENCE
0
1
2
3
4
5
6
No. A Levels Essay Cwk Essay Exam
2010/11
2011/12
Total
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0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Spelling Grammar Essay Writing0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Spelling Grammar Essay Writing0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Spelling Grammar Essay Writing
FemaleMaleTotal
On a scale of 0 – 5 how confident do you feel aboutSpelling
English GrammarEssay-writing
CONFIDENCE AT LITERACY SKILLS
Generally high confidence at spelling and grammarLess confidence at essay-writing
Does confidence correlate with prior experience?
2010/11 2011/12 Total
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Students were asked to rate the utility of the following means of teaching essay-writing skills (on a scale of 1[low] – 6[high])
LEARNING SUPPORT
• Lecture session(s)• Examples of good and bad practice posted on L.C.• Textbook• Structured workbook with guidance and exercises• Interactive CD-ROM with guidance and exercises• Interactive Online resource with guidance & exercises• Links to websites with resources and guidance• Guidance document posted on Learning Central• Podcasts or Videocasts• Small-group tutorials
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“I want everything please!”Most favoured: Lecture, Examples, Tutorials
Also favoured: Workbook, Electronic Resource
2010/11 cohort10/11 (1-6)
0
1
2
3
4
5
6
Lecture
Exam
ples
textbook
Workbook
CD
-RO
M
Online R
es
Websites
Guide onLC
Pod/V
od
Tutorials
Female
Male
Total
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2011/12 cohort
Students asked to RANK the methods of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful])
Slightly ambiguous wording led to a mixed response....
Oops!
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2011/12 cohortStudents rated the utility of the following means of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful])
Most favoured: Examples, Online Guidance, TutorialsAlso favoured: Workbook, Electronic Resource
Not keen: Textbooks, Video/Podcasts
11/12 (1-10)
0123456789
10
Lecture
Exam
ples
textbook
Workbook
CD
-RO
M
Online R
es
Websites
Guide onLC
Pod/V
od
Tutorials
Female
Male
Total
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2011/12 cohortStudents ranked the methods of teaching essay-writing skills
(on a scale of 1[least useful] – 10[most useful])
Most favoured: Lecture, Examples, TutorialsAlso favoured: Workbook, Electronic Resource
Not keen: Textbooks, Video/Podcasts
11/12 Ranked
0123456789
10
Lecture
Exam
ples
textbook
Workbook
CD
-RO
M
Online R
es
Websites
Guide onLC
Pod/V
od
Tutorials
Female
Male
Total
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2011/12 cohortStudents ranked the methods of teaching essay-writing skills
(on a scale of 1[least useful] – 10[most useful])
Most favoured: Lecture, Examples, TutorialsAlso favoured: Workbook, Electronic Resource
Not keen: Textbooks, Video/Podcasts
11/12 Ranked MODE
0123456789
10
Lecture
Exam
ples
textbook
Workbook
CD
-RO
M
Online
Res
Websites
Guide onLC
Pod/V
od
Tutorials
Female
Male
Total
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According to the studyStudents would prefer small-group tutorials
WOULD AN INTERACTIVE RESOURCE BE USEFUL?
Would this be the best or most effective way of teaching?
WorkloadConsistency
Academic tutorials with Personal Tutor?
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According to the studyStudents would value materials on L.C.
WOULD AN INTERACTIVE RESOURCE BE USEFUL?
Would students access these resources?Experience suggests that guidance notes on L.C. are
generally ignoredWould this advice be heeded?
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WORKBOOK viewed positivelyCan this be interactive and engaging?
Is this appropriate for University?Transition exercises?
WOULD AN INTERACTIVE RESOURCE BE USEFUL?
Would students engage with an online resource?Offer an option:
Hardcopy workbook containing exercisesSame exercises online but with interactivity
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CONCLUSIONS?“…development of students’ essay writing is idiosyncratic and may depend on a wide range of interacting factors, some of which stem from their learning experiences prior to higher education. For those students who described more profound development, particular critical incidents seemed to be important.”
So is any formalised approach appropriate?
Should support be individual and catered to students’ needs on an ad hoc basis?
TUTORIALS….
McCune (2004). Higher Education 47: 257–282
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Design support materials that have some degree of interactivity
Provide parallel hardcopy and online resources – CHECK ENGAGEMENT
Identify improvements (if any)
ANY FINAL APPROACH SHOULD BE LINKED TO SMALL-GROUP OR 1-to-1 TEACHING
FUTURE DIRECTIONS
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Clare Kell
Cathie Jackson
School of BIOSI
Thanks to