Student Writing presents an accessible and thought-provoking study of academic writing practices. Informed by 'composition' research from the US and 'academic literacies studies'from the UK, the book challenges current official discourse on writing...
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Student Writing presents an accessible and thought-provoking study of academic writing practices. Informed by 'composition' research from the US and 'academic literacies studies'from the UK, the book challenges current official discourse on writing as a 'skill'. Lillis argues for an approach which sees student writing as social practice.The book draws extensively on a three-year study with ten non-traditional students in higher education and their experience of academic writing. Using case study material - including literacy history interviews, extended discussions with students about their w
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Book Cover; Title; Contents; List of figures and tables; Preface: why write this book?; Acknowledgements; Introduction: focus and research background; Who is this book for?; The research on which this book is based; Participation, interests and knowledge making; How this book is organised; Language, literacy and access to higher education; Access to higher education; Student writing in higher education; The model of language in official discourse; Significant shifts in research on student writing; Challenging the 'textual bias'; Student writing as social practice
Language and literacy as discourse practicesDialogicality, addressivity and meaning making; The making of texts, the making of self(ves); A heuristic for exploring student writing; Restricted access to a privileged practice; The gap between tutors' and students' understandings of academic writing conventions; The enactment of the institutional practice of mystery; Student-writers' desire for dialogue; Conclusion; The regulation of authoring; Texts and their producers; The regulation of student authoring; Regulation, language, identity; Conclusion; Essayist literacy, gender and desire
Desires for participation in HEDesires for meaning making; Desires for learning; Conclusion; Dialogues of participation; Talking writers into essayist literacy; Talking to 'populate with intention'; Talking to make language visible; Talking back: a 'long conversation' with Mary; Conclusion; Re-thinking student writing in higher education; A framework for exploring pedagogical approaches to student academic writing; Principles, choices, questions; Overview of student-writers; Details of UK examinations, qualifications and courses; Data collection and transcription; Feedback and talkback sheets
