Learning To Write. Writing To Learn. Anchoring Student Writing Cultures With Disciplinary Literacies

Résumé: Academic writing is challenging to learn and challenging to teach. With the proliferation of graduate attributes and employability metrics throughout higher education, how is academic writing to be defined, valued, assessed and disseminated? This article situates academic writing into disciplinary literacies, aligned via information literacy, to enable, support and enhance a student writing culture. Noting the failures and challenges of online learning faced during and post- COVID-19, there is an opportunity to revision and reimagine student writing for new times. This article explores how teaching practices can evolve to provide a more meaningful, predictable and assessable undergraduate pathway for learners. Our goal is to anchor student writing with disciplinary literacies. Only when carefully connected can interdisciplinarity become possible.

Publié dans la revue: Journal of Languages and Translation