‘Really free!’: Strategic interventions to foster students' academic writing skills

Authors

  • Sandra Abegglen London Metropolitan University
  • Sandra Sinfield London Metropolitan University
  • Tom Burns London Metropolitan University

Abstract

The present paper builds on Elbow’s (1998) idea of ‘free writing’ to explore methods to foster academic writing skills. Rather than focusing on a deficit student in need of ‘fixing’, we embed ‘free writing exercises’ within classroom practice so that all students develop a critical writing habit. The aim of this paper is to explore how we enable students to find an academic ‘voice’ as we support them on the way to becoming successful academic writers. In this context, we argue for academic/study skills modules/strategic interventions that respect ‘hard to reach’ students as we build on their existing strengths and knowledge – and develop their writing skills.

Author Biographies

Sandra Abegglen, London Metropolitan University

Sandra Abegglen, Senior Lecturer and Course Leader BA Hons Education Studies at London Metropolitan University, is currently teaching on modules promoting peer-to-peer support and experiential learning. Her research interests are in peer mentoring, creative learning and teaching, visual narratives, identity and qualitative research methods. She has written about her teaching practice in a variety of journals and actively participated in creative learning events. Find her blog documenting her mentoring work at: http://peermentoringinpractice.com

Sandra Sinfield, London Metropolitan University

Sandra Sinfield is co-author of Teaching, Learning and Study Skills: a guide for tutors and Essential Study Skills: the complete guide to success at university (4th Edn), a co-founder of the Association for Learning Development in Higher Education and a Senior Lecturer in the Centre for Professional and Educational Development at London Metropolitan University.

 

Sandra has worked as a laboratory technician, a freelance copywriter, an Executive Editor (Medicine Digest, circulation 80,000 doctors) and with the Islington Green School Community Play written by Alan Clarke, Whose Life is it Anyway?, and produced at Saddlers Wells. With Tom Burns, she has developed theatre and film in unusual places – and is interested in creativity as emancipatory practice in HE.

Tom Burns, London Metropolitan University

Tom Burns is co-author of Teaching, Learning and Study Skills: a guide for tutors and Essential Study Skills: the complete guide to success at university (4th Edn). Always interested in theatre and the arts, and their role in teaching and learning, Tom has set up adventure playgrounds, and community events and festivals for his local community.

Tom has taken a production of Bouncers on a tour of Crete music venues, written and made a feature film (Eight Days from Yesterday) and produced teaching and learning courses and materials in a range of settings – the Take Control video won the IVCA gold award for education.

Tom Burns is a Senior Lecturer in Education and Learning Development in the Centre for Professional and Educational Development at London Metropolitan University, developing innovations with a special focus on praxes that ignites student curiosity, and develops power and voice.

References

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The Writing Center, University of North Carolina at Chapel Hill (2016). In-class writing exercises. Available at: http://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/in-class-writing-exercises/ (Accessed: 20 May 2017).

Journal of Educational Innovation, Partnership and Change cover

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Published

10/02/2017

How to Cite

Abegglen, S., Sinfield, S., & Burns, T. (2017). ‘Really free!’: Strategic interventions to foster students’ academic writing skills. The Journal of Educational Innovation, Partnership and Change, 3(1), 251–255. Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/589

Issue

Vol. 3 No. 1 (2017)

Section

Partnership Approaches

License

Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.