Hayley Nova and Jude Ritchie

The purpose of our research will be to show the outcome of a radical rethinking of module design within the Royal Docks School of Business and Law. Many students face substantial difficulties in understanding and executing a range of academic literacies that are required for success in higher education. The proposal is to attempt to address this problem by instigating a pedagogical shift involving the integration of two previously parallel processes. Therefore, the symbiotic co-operation of academic writing specialists and subject specialists, at module design stage, will be a key component of the initiative.

 

At UEL, as at many other UK HEIs, there is recognition that all students, particularly those from ‘non-traditional’ backgrounds, require support to complete their assignments. At UEL, this is typically provided as ‘Student Development Seminars’, delivered by ‘Academic Tutors’ (ATs), during timetabled subject teaching. While this approach is intended to be both inclusive and assignment-specific, the ATs might not have significant knowledge of the subject, which can result in sessions that are ‘merely […] adjunct, tailored, study skills sessions’ (Gornall, 2019, p. 14).

 

Evidence from other institutions (Mitchell and Evison, 2006; Skillen, 2006), suggests that in order for students to do their best writing, the responsibility for the development of academic literacies must shift from the periphery to the centre, i.e. from the 'writing specialist' to the subject lecturer. Therefore, this action research project is centred on embedding the teaching of assessment-oriented reading, writing and learning into every aspect of subject teaching within the module.