Steve Rutherford BIOSI RutherfordS@cf.ac.uk

1. An “electronic resource” to support students’ academic writing skills ? Steve Rutherford BIOSI RutherfordS@cf.ac.uk

2. ACADEMIC WRITING Academic writing is central to many degrees “Learning in higher education involves adapting to new ways of knowing: new ways of understanding, interpreting and organising knowledge. Academic literacy practices—reading and writing within disciplines--constitute central processes through which students learn new subjects and develop their knowledge about new areas of study.” Lea and Street (1998). Studies in Higher Education, 23: 157-172 “Both coursework and examination essays appear to be more likely to promote deep approaches to learning when compared with fact-oriented multiple choice tests.” McCune (2004). Higher Education47: 257–282

3. IS THERE A PROBLEM? Students are unprepared for academic writing in HE Lack skills Lack understanding of academic expectations “... interviews with staff suggest that academic staff have their own fairly well-defined views regarding what constitutes ... a good piece of student writing ... These tend to refer to form in a more generic sense, including attention to syntax, punctuation and layout, and to such apparently evident components of rational essay writing as 'structure', 'argument' and 'clarity'. “ “...interviews with students revealed a number of different interpretations and understandings of what students thought that they were meant to be doing in their writing.” Lea and Street (1998). Studies in Higher Education, 23: 157-172

4. IS THERE A PROBLEM? Students are unprepared for academic writing in HE Lack skills Lack understanding of academic expectations "Students can have no idea of the concept of making an argument so their essays are entirely descriptive. You know, 'and then this happens, and such-and- such an academic says this about it, and then this happens, and so-and-so says that'.“ Helena Attlee, Fellow of the Royal Literary Fund; Worcester University; "Students can have an idea that it's a linear thing – you do your reading, then you get a cup of tea and sit down to write. We try to get across that it's a much more cyclical process; do some research, draft a bit, read some more, think, consider what you've written, redraft... “ Kate Brooks (UWE) Guardian 26/4/11

5. CHALLENGE Gap between students’ views of capability and staff opinions Limited exposure to academic writing prior to University How to: Educate students in techniques and approaches Not induce feelings of worthlessness Get students to follow directions!

6. Initial Aim Design a web-based or CD-ROM based interactive resource to support ESSAY WRITING in HE Sciences Examplar essays with annotations Links to questions and exercises Problems and exercises covering Referencing, Constructing an Argument, Structure, etc. Examples of common mistakes & how to avoid them Adaptable to different subjects

7. Revised Aims GAP Analysis What is there in the market/community? How effective are these likely to be? How interactive are the available resources? What do students want?

8. Revised Aims GAP Analysis What is there in the market/community? How effective are these likely to be? How interactive are the available resources? What do students want?

9. WHAT SUPPORT IS THERE? Majority of support methods are Text Books Webpages Written Guides

10. WHAT SUPPORT IS THERE? Majority of support methods are Text Books

11. WHAT SUPPORT IS THERE? Majority of support methods are Websites

12. WHAT SUPPORT IS THERE? Majority of support methods are Written Guides

13. HOW INTERACTIVE/ ENGAGING ARE THESE LIKELY TO BE? Not interactive at all No active learning by the student No direct link between the advice/text and a real example ENGAGEMENT LEVELS LIKELY TO BE LOW

14. What is the best alternative?

15. WHAT DO STUDENTS THINK? Surveyed Year 1 BIOSI students (within first 6 weeks of academic year) • Experience of writing essays before university • Confidence levels for literacy skills • Which support methods they would value

16. PREVIOUS EXPERIENCE In which of your A-Levels were you required to write essays or extended written work (1000 words+)

17. CONFIDENCE AT LITERACY SKILLS On a scale of 0 – 5 how confident do you feel about Spelling English Grammar Essay-writing 2010/11 2011/12 Total Generally high confidence at spelling and grammar Less confidence at essay-writing Does confidence correlate with prior experience?

18. LEARNING SUPPORT Students were asked to rate the utility of the following means of teaching essay-writing skills (on a scale of 1[low] – 6[high]) • Lecture session(s) • Examples of good and bad practice posted on L.C. • Textbook • Structured workbook with guidance and exercises • Interactive CD-ROM with guidance and exercises • Interactive Online resource with guidance & exercises • Links to websites with resources and guidance • Guidance document posted on Learning Central • Podcasts or Videocasts • Small-group tutorials

19. 2010/11 cohort “I want everything please!” Most favoured: Lecture, Examples, Tutorials Also favoured: Workbook, Electronic Resource

20. 2011/12 cohort Students asked to RANK the methods of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful]) Slightly ambiguous wording led to a mixed response.... Oops!

21. 2011/12 cohort Students rated the utility of the following means of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful]) Most favoured: Examples, Online Guidance, Tutorials Also favoured: Workbook, Electronic Resource Not keen: Textbooks, Video/Podcasts

22. 2011/12 cohort Students ranked the methods of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful]) Most favoured: Lecture, Examples, Tutorials Also favoured: Workbook, Electronic Resource Not keen: Textbooks, Video/Podcasts

23. 2011/12 cohort Students ranked the methods of teaching essay-writing skills (on a scale of 1[least useful] – 10[most useful]) Most favoured: Lecture, Examples, Tutorials Also favoured: Workbook, Electronic Resource Not keen: Textbooks, Video/Podcasts

24. WOULD AN INTERACTIVE RESOURCE BE USEFUL? According to the study Students would prefer small-group tutorials Would this be the best or most effective way of teaching? Workload Consistency Academic tutorials with Personal Tutor?

25. WOULD AN INTERACTIVE RESOURCE BE USEFUL? According to the study Students would value materials on L.C. Would students access these resources? Experience suggests that guidance notes on L.C. are generally ignored Would this advice be heeded?

26. WOULD AN INTERACTIVE RESOURCE BE USEFUL? WORKBOOK viewed positively Can this be interactive and engaging? Is this appropriate for University? Transition exercises? Would students engage with an online resource? Offer an option: Hardcopy workbook containing exercises Same exercises online but with interactivity

27. CONCLUSIONS? “…development of students’ essay writing is idiosyncratic and may depend on a wide range of interacting factors, some of which stem from their learning experiences prior to higher education. For those students who described more profound development, particular critical incidents seemed to be important.” McCune (2004). Higher Education47: 257–282 So is any formalised approach appropriate? Should support be individual and catered to students’ needs on an ad hoc basis? TUTORIALS….

28. FUTURE DIRECTIONS Design support materials that have some degree of interactivity Provide parallel hardcopy and online resources – CHECK ENGAGEMENT Identify improvements (if any) ANY FINAL APPROACH SHOULD BE LINKED TO SMALL-GROUP OR 1-to-1 TEACHING

29. Thanks to Clare Kell Cathie Jackson School of BIOSI