Situating academic writing in the undergraduate curriculum: Some reflections

Authors

  • Brid Delahunt DkIT
  • Ann Everitt Reynolds DkIT
  • Moira Maguire National College of Irela
  • Frances Sheridan National College of Ireland

Keywords:

academic writing, the curriculum, Nurse education, assessment

Abstract

Despite considerable efforts across the Higher Education (HE) sector to promote academic writing, concerns continue to be raised about standards. While a considerable body of research exists on academic writing, the relationship between the curriculum and academic writing has not been explored in depth. In light of the current level of concern about academic literacy standards (Department of Education and Skills, 2011), coupled with the publication of the National Strategy for Higher Education to 2030 (Hunt, 2011), it is appropriate that we analyse how we are addressing academic writing within our curricula. In this paper we examine our own undergraduate curricula in Nursing and Health Disciplines and critically reflect on aspects that may facilitate or hinder the development of academic writing. Suggestions are made for ways in which ‘space’ can be created within the curriculum for academic writing to be fostered.

 

Key words: Academic literacy; Academic writing; Undergraduate Curriculum; Nursing.

 

Author Biographies

Brid Delahunt, DkIT

Lecturer in Nursing, Department of Nursing Midwifery & Health Studies, Dundalk Institute of Technology.

Ann Everitt Reynolds, DkIT

Lecturer in Nursing, Department of Nursing Midwifery & Health Studies, Dundalk Institute of Technology.

Moira Maguire, National College of Irela

Lecturer in Psychology, Department of Nursing Midwifery & Health Studies, Dundalk Institute of Technology.

Frances Sheridan, National College of Ireland

Computer Support Tutor, School of Computing, National College of Ireland

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Published

2012-08-29

Issue

Section

Reflections, Journeys and Case Studies