Process and Product: Supporting Academic Writing in Higher Education

Abstract

In academic year 2010-2011, the English Department and Centre for Teaching and Learning at National University of Ireland Maynooth collaborated to provide academic writing support for first year students. The sessions, which were workshops and large group lectures, were active and participative in nature, and designed with the sole purpose of helping students to improve their writing, regardless of the level from which they were beginning. The intervention was a response to a desire by staff at departmental level to help students to understand what was required with regards writing in university and to assist them to meet these requirements.  In addition, the topic was raised during discussions at the Teaching and Learning Committee, and subsequently, was undertaken as a pilot/case study rather than as a research project.  The implications of the intervention were gauged by analysing the written feedback on the process provided by students. This paper provides an opportunity to reflect on the various aspects of this exercise and to plan the future activity of academic writing support for students.  In order to orientate the reader for the discussion to follow, the genesis for support for student writing in the wider context will be briefly described.  In addition, the role of the key stakeholders involved in the motivation for the writing intervention will be explored.