Academic Writing as Embedded Skills Acquisition for Transition to Higher Education: An Example from a UK University Classics Department
Keywords: Academic Writing, Marking Criteria, Diversity, Skills Acquisition
AbstractThis paper presents an intervention that was created in a United Kingdom university Classics department where approximately 60% of undergraduate students came from diverse educational backgrounds to study classical Greco-Roman culture, but had not studied it before at school/college. To equip these more than usually diverse ‘transition’ students with a skills base to aid both their academic progress and future employability, a team-taught mandatory module was designed for first term, first-year undergraduates, which embedded two workshops and an assessment exercise on academic writing with eight workshops on other skills, most of which are both discipline-specific and ‘transferable’. The in-term assessments tested understanding of the skills taught, while a final exercise required students to reflect on their longer learning process over the term, evaluating development in their academic writing in the context of other discipline-specific skills. This module serves as a model for adoption both within academic departments and also at an institutional level for early stage academic writing training in a subject-related context, which can serve as a first step on a longer ladder of skills acquisition over the degree for enhancing both academic success and employability awareness.
How to Cite
Hawley, R. (2018). Academic Writing as Embedded Skills Acquisition for Transition to Higher Education: An Example from a UK University Classics Department. Journal of Academic Writing, 8(2), 67-77. https://doi.org/https://doi.org/10.18552/joaw.v8i2.483