Providing support for academic writing
المؤلف:
Carmela Briguglio
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P21-C2
2025-05-27
492
Providing support for academic writing
In 2005, the assessment task was undertaken in week 1, with results returned to students in week 2 and academic writing classes offered from week 3. The results were distributed to students through their tutors in the LF 100 unit with a covering letter providing information about the series of nine seminars being offered on the topics described below:
1. The big picture: analyzing the question
2. Getting organized (planning, structure, argument)
3. Introductions with impact
4. Paragraphs that hang together well
5. Making connections (flow & cohesion)
6. Well-structured sentences
7. Making your point clearly (conciseness & precision)
8. Past, present, future (tenses, active & passive voice)
9. Editing like a professional
The above areas were identified by staff at the Communication Skills Centre based on our ongoing work with students. They seemed to work quite well, though changes may be made as we progress further with their implementation.
Since there was at this stage no compulsion for students to attend the seminars provided (although students were urged to attend, especially if their results fell into bands 5 and 6) we found that not all students took advantage of the offer. Indeed only one third of those who fell into the bottom two bands came to the classes provided, with other interested students boosting the numbers. However, we found that as demands on student time grew due to assignments, mid-semester tests and exams, then attendance dropped. Interviews with a small number of students at the end of semester indicate that those who continued to come did find them useful.
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