Enhancing Students’ Legal Writing

Deane, Mary; Foster, Steve

doi:10.1007/978-0-230-34451-8_6

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…In a programme handbook for a B.A. in Law, students are asked to ‘apply appropriate legal English’, ‘construct clear legal arguments and evince sound legal reasoning’ (Foster & Deane 2011: 90). Typical comments found in an analysis of lecturers’ feedback for first-year undergraduates in Applied Linguistics included ‘You did not answer the question’, ‘This is not relevant’, and ‘Essay displays very little criticality’ (Wingate 2012).…”

Section: Students’ Literacy Needs and Discipline-specific Supportmentioning

confidence: 99%

Academic literacy across the curriculum: Towards a collaborative instructional approach

Wingate

2016

Lang. Teach.

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I respond to the conference theme ‘English across the Curriculum’ by suggesting that ‘Academic literacy’ should be taught across the curriculum. I first explain the concept of academic literacy, which describes the range of abilities that students have to acquire when starting out in a new academic discipline. I then discuss the dominant instructional provision at universities. As this provision fails to address students’ real learning needs, I argue for curriculum-integrated academic literacy instruction that is based on the collaboration between English for academic purposes (EAP) specialists and subject lecturers. I provide examples of collaborative, discipline-specific approaches to supporting student learning, and present some insights from an intervention study that I have carried out to explore feasible ways of teaching and collaboration. Finally, I discuss the need for lecturer training to achieve a curriculum-integrated approach, and report on my experience of running a professional development module which aimed to enable lecturers to embed academic literacy development into their teaching practice.

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Section: Students’ Literacy Needs and Discipline-specific Supportmentioning

confidence: 99%

Academic literacy across the curriculum: Towards a collaborative instructional approach

Wingate

2016

Lang. Teach.

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“…Most of the students improved their basic legal essay writing as a result of this WiD intervention, and encouraged by this, Foster and Deane shared their methods with colleagues in the Law department, and Foster developed further resources to address issues they felt they had not fully resolved. This collaboration has also contributed to Foster and Deane's research profiles (e.g., Foster & Deane, 2011) and to CAW's eligibility to participate in Coventry University's submission to the UK's national Research Excellence Framework (REF) exercise. 10…”

Section: Staff Development In the Teaching Of Writingmentioning

confidence: 99%

Chapter 1. Origins, Aims, and Uses of Writing Programs Worldwide: Profiles of Academic Writing in Many Places

Thaiss

2012

Writing Programs Worldwide: Profiles of Academic Writing in Many Places

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To introduce Writing Programs Worldwide, this essay describes and analyzes major reasons for this project to be undertaken and its primary goals. It also presents findings and analysis of the ongoing (since 2006) International WAC/WID Mapping Project, specifically of its "international survey" of writing programs and initiatives, which has received responses from more than 330 institutions on six continents. The essay describes how the survey results led to the choice of the universities invited to contribute profile chapters to this collection, as well as to the topics and emphases in the profiles themselves. The essay suggests reasons why teachers, program developers, administrators, and scholars might benefit from exploring the "many places" described and reflected on in the array of contributions to this ongoing project.We intend this book, in its print and online versions, to inform decisionmaking by teachers, program managers, and college/university administrators in regard to how writing is conceived of, managed, funded, and taught in higher education. We intend it, also, to contribute to the growing research literature in the shaping of writing programs.In our title, "Writing Programs Worldwide," and in our subtitle, "Profiles of Academic Writing in Many Places," we have tried to join three aims of scholarship. The first of these, embodied in the term "worldwide," is to further the effort to build a transnational community of writing scholars, teachers, and program administrators who can share for their mutual benefit the discoveries of individuals and small teams. This aim has been exemplified by the growth Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la afabetización académica. Buenos Aires: FCE. Carlino, P. (Ed.). ( 2006). Procesos y prácticas de escritura en la educación superior.

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“…The integration of academic literacy in teaching subjects has been slow and, so far, the literature includes few examples of this, taken from the United Kingdom, Australia and South Africa [6,[14][15][16][17][18][19][20][21]. These publications on educational initiatives of collaboration and specific discipline raise a series of questions.…”

Section: Introductionmentioning

confidence: 99%

Academic Literacy and Student Diversity: Evaluating a Curriculum-Integrated Inclusive Practice Intervention in the United Kingdom

et al. 2020

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The sustainability of universities is based, among other aspects, on their ability to adapt to changes and the needs of students, an increasingly diverse population. In this sense, Academic literacy provision at universities tends to be centralized and to offer language support for general academic literacy purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. Yet, in recent years, several studies have supported the integration of academic literacy into subject teaching outlining the principles of an inclusive model of academic literacy instruction. This paper draws on a theoretical framework developed by Wingate to evaluate a curriculum-integrated inclusive practice intervention in the United Kingdom with students from a first-year credit-bearing module at Middlesex University Business School. The study used a mixed methods approach that includes a literature review, secondary data, feedback questionnaire and a focus group to evaluate our teaching method and reflect on the collaboration of the team members to develop this inclusive pedagogical approach. The findings suggest that, on the whole, this intervention was perceived by both the module teaching team and students as positive, welcoming and often crucial for supporting undergraduate students into the disciplinary discourse of their subject of study. Yet, recommendations were made with respect to developing better guidelines for subject lecturers on how to deliver the integrated academic literacy as well as the importance of the participation of students, student learning assistants and graduate teaching assistants in the design of the intervention. This study contributes to the literature on inclusive practice intervention and pedagogical approaches to integrating academic literacy into subject teaching for a diverse student population, contributing to the social sustainability of the universities.

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Enhancing Students’ Legal Writing

Cited by 4 publications

References 1 publication

Academic literacy across the curriculum: Towards a collaborative instructional approach

Academic literacy across the curriculum: Towards a collaborative instructional approach

Chapter 1. Origins, Aims, and Uses of Writing Programs Worldwide: Profiles of Academic Writing in Many Places

Academic Literacy and Student Diversity: Evaluating a Curriculum-Integrated Inclusive Practice Intervention in the United Kingdom

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