The 'Build-Up' Approach to Academic Writing Skills Development: The Case for a Discipline-Driven Collaborative Design
Files in This Item:
|---JAISHE_2013_V.FINAL---.pdf||357.43 kB||Adobe PDF||Download|
|Title:||The 'Build-Up' Approach to Academic Writing Skills Development: The Case for a Discipline-Driven Collaborative Design||Authors:||O'Brien, Orna
|Permanent link:||http://hdl.handle.net/10197/7280||Date:||2013||Abstract:||This paper discusses the design and delivery of support for academic writing skills development. The paper also presents a case study of such support on an undergraduate, part-time degree programme at University College Dublin (UCD). Elton (2010) suggests that the approach to academic writing is discipline dependent and that neither specialists in academic writing nor practising academics in a discipline can separately provide students with the necessary support to develop the ability to write. Three models of academic skills support are provided in the literature; bolt-on, build-on and build-up. These models provide a useful framework for conceptualizing the different approaches to skills development (academic writing in this case). The 'bolt on' approach describes institutions that provide additional sessions to address academic writing (Wingate, 2006). The 'build-in' approach is where the provision of such support is embedded into the curriculum and usually occurs early in a student’s studies. Finally, the ‘build-up’ approach, first suggested by Dowling and Ryan (2007), is explored. In this approach, institutions provide supports embedded in the delivery of the curriculum and allow students to 'build-up' their academic writing skills, not only upon programme commencement, but throughout the duration of their studies. The paper asserts a greater likelihood of success in developing academic writing skills where interventions are embedded within a broader framework of student support. Through ongoing collaboration between programme support and academic staff, academic writing skills interventions can be scheduled in a progressive manner throughout a degree.||Type of material:||Journal Article||Publisher:||AISHE-J||Keywords:||Academic writing;Critical thinking||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Business Research Collection|
Show full item record
This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. For other possible restrictions on use please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.