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Student writing has long been viewed as a problem in higher
education in the UK. Moreover, the sector has consistently
performed poorly in the National Student Survey with regard to
assessment and feedback. Academics Engaging with Student Writing
tackles these major issues from a new and unique angle, exploring
the real-life experiences of academic teachers from different
institutions as they set, support, read, respond to and assess
assignments undertaken by undergraduate students. Incorporating
evidence from post-1992 universities, Oxbridge, members of the
Russell Group and others, this book examines working practices
around student writing within the context of an increasingly
market-oriented mass higher education system. Presenting a wealth
of relevant examples from disciplines as diverse as History and
Sports Science, Tuck makes extensive use of interviews,
observations, texts and audio recordings in order to explore the
perspectives of academic teachers who work with student writers and
their texts. This book will be of interest to researchers,
academics and postgraduate students in the fields of academic
literacies, higher education, language and literacy, language in
higher education, English for academic purposes and assessment.
Furthermore, academic teachers with experience of this crucial
aspect of academic labour will welcome Tuck's pioneering work as an
indispensable tool for making sense of their own engagement with
student writers.
Student writing has long been viewed as a problem in higher
education in the UK. Moreover, the sector has consistently
performed poorly in the National Student Survey with regard to
assessment and feedback. Academics Engaging with Student Writing
tackles these major issues from a new and unique angle, exploring
the real-life experiences of academic teachers from different
institutions as they set, support, read, respond to and assess
assignments undertaken by undergraduate students. Incorporating
evidence from post-1992 universities, Oxbridge, members of the
Russell Group and others, this book examines working practices
around student writing within the context of an increasingly
market-oriented mass higher education system. Presenting a wealth
of relevant examples from disciplines as diverse as History and
Sports Science, Tuck makes extensive use of interviews,
observations, texts and audio recordings in order to explore the
perspectives of academic teachers who work with student writers and
their texts. This book will be of interest to researchers,
academics and postgraduate students in the fields of academic
literacies, higher education, language and literacy, language in
higher education, English for academic purposes and assessment.
Furthermore, academic teachers with experience of this crucial
aspect of academic labour will welcome Tuck's pioneering work as an
indispensable tool for making sense of their own engagement with
student writers.
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