Academic literacies and the tilts within: the push and pull of student writing

Aiken, V. ORCID: 0000-0001-6443-8982, 2021. Academic literacies and the tilts within: the push and pull of student writing. Teaching in Higher Education. ISSN 1356-2517

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Abstract

A theoretical understanding is offered to help explore how students attempt to reconcile divergent narratives around the purposes of Higher Education in relation to their own writing. Drawing from the twin notions of centripetal and centrifugal forces, the paper discusses the ways that students both follow and resist convention in their own writing, and their reasons for doing so. In revealing the intricate oscillation between restrictive and expansive writing approaches, the research suggests that students ‘tilt’ their writing according to a diverse and broad understanding of higher education learning. Derived from semi-structured interviews with undergraduate students at a pre-1992 university, the research challenges the over-emphasis placed on consumeristic agendas of students and provides insights beneficial for practitioners involved in the supporting and assessing of student writing in Higher Education.

Item Type: Journal article
Publication Title: Teaching in Higher Education
Creators: Aiken, V.
Publisher: Taylor & Francis (Routledge)
Date: 19 July 2021
ISSN: 1356-2517
Identifiers:
NumberType
10.1080/13562517.2021.1952565DOI
1450761Other
Divisions: Schools > Nottingham Institute of Education
Record created by: Linda Sullivan
Date Added: 12 Jul 2021 09:07
Last Modified: 05 Aug 2021 10:57
URI: http://irep.ntu.ac.uk/id/eprint/43399

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