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Developing academic writing skills as part of graduate attributes in undergraduate curricula for bachelor’s degrees

Developing academic writing skills as part of graduate attributes in undergraduate curricula for bachelor’s degrees. Isabel du Preez and Annabel Fossey Academic Development and Biotechnology Central University of Technology, Free State, Park Street 1, Bloemfontein, South Africa, 9300.

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Developing academic writing skills as part of graduate attributes in undergraduate curricula for bachelor’s degrees

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  1. Developing academic writing skills as part of graduate attributes in undergraduate curricula for bachelor’s degrees Isabel du Preez and Annabel Fossey Academic Development and Biotechnology Central University of Technology, Free State, Park Street 1, Bloemfontein, South Africa, 9300

  2. Introduction • Writing • Oldest known form of communication • One of the best methods to communicate • Is the most complex of human activities • In Higher Education effective writing has • become a lost art • Skill of writing supports and fosters • academic performance

  3. In South Africa…. Employers rank: “ability to find and access information”, + “written communication skills” + “ability to use information” The most important graduate attributes Grieseland Parker 2009

  4. In South Africa…. • Academics claim: •  Students write poorly • Academic literacy standards are diminishing • Writing skills should be taught in a tacked on course • Students: • English is not their mother tongue • First year students lack fundamental writing skills Kotze, 2007

  5. In South Africa…. • Curricula lack: • Clear guidelines for development of writing skills

  6. Aim • We propose a possible process framework: • Development of academicwriting skills • Integration into an undergraduate four year degree in higher education • (embedded approach)

  7. Development of writing skills • Embedded Approach: • Viewed as the most advantageous • Uses the curriculum of the learning programme as a means to develop different skills • Learners develop a broad range of skills

  8. Development of writing skills Summarise opportunities to develop writing skills for each module/unit at all four levels 6 5 Refine graduate attributes for writing skills at each level 4 3 Document explicitly: Learning activities Teaching activities Assessment strategies Reflective practices Edit overlaps and fill in gaps in the curriculum. 2 1 Identify gaps, overlaps and revise: Learning activities Teaching activities Assessment strategies Reflective practices Plan a cycle of review and evaluation

  9. SAQA provided… • Level descriptors for Levels 1 to 10 • Ensures coherence across learning qualifications • Benchmark international comparability • Expected learning achievements for communication, which includes writing • Level 4 descriptors: Grade 12 • Level 5 descriptors: 1st year post Grade 12 • Level 6 descriptors: 2nd year post Grade 12 • Level 7 descriptors: 3rd year post Grade 12 • Level 8 descriptors: 4th year post Grade 12

  10. Refined SAQA level descriptors Produce and communicate information in respect of which a learner is able to demonstrate an ability to: SAQA Expectations at 1st year

  11. Refined SAQA level descriptors Produce and communicate information in respect of which a learner is able to demonstrate an ability to:

  12. Refined SAQA level descriptors Produce and communicate information in respect of which a learner is able to demonstrate an ability to:

  13. Refined SAQA level descriptors Produce and communicate information in respect of which a learner is able to demonstrate an ability to:

  14. Complexity of Student Learning

  15. Complexity of writing Paragraph Essay Report Article Thesis

  16. Examples: 1st year Lecturer facilitates on: • Student Tacked-on Embedded • Sentence construction • Paragraph construction • Linking/ coherency • Referencing • Copy right • Plagiarism • Subject language • Terminology • Instruction words • Develop topic sentences • Paragraphs • Write intro, body & conclusion • Basic argumentation • e.g. ALP • Grammar • Language issues • Workbook • & • classes • Essays • 1-minute papers • Cross word puzzles • Mini reviews • Short paragraphs

  17. Examples: 2nd year • 2nd year student • Write argumentatively • Write reliably & coherently • Write in subject context and format • Summarize effectively • Argumentative Essays • Lab reports • Field reports • Legal reviews • Utilize field software

  18. Examples: 3rdyear • 3rd year student • Give own opinions & ideas in well formulated arguments • Reflect on strengths, weaknesses of text • Provide recommendations • Write critiques on presentations by peers • Chapter reviews • Critique study notes

  19. Examples: 4th year • 4th year student • Write ideas academically & professionally • Various audiences • Creatively • Interpretively • Formal journal articles • Abstracts • News letter articles • Speeches • Individual portfolios • Reflections of learning experiences

  20. Thank You Isabel du Preez – idupreez@cut.ac.za Annabel Fossey – afossey@cut.ac.za

  21. In South Africa…. • HEQC about ‘key generic skills’ : • Given way to more distinctive approaches • Emphasising practical skills • Emphasising knowledge • Emphasising personal attributes • Emphasising skill of metacognition Griesel and Parker 2009, 10

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