This article outlines a collaboration between the Foundation Centre and the Education PGCE department at Durham University to support student teachers on a particular academic writing assignment (the Self Directed Study assignment). This project involved designing online academic writing activities tailored especially to the assignment. These activities made use of excerpts of exemplar student writing as well as the FOCUS corpus, a Foundation Centre initiated database of “good” (2:1 or First) Durham University student writing. The article outlines the challenges for the students with this particular assignment, details of the collaboration, student feedback from the first roll out of the activities as well as future steps in this ongoing project.
Badenhorst, C. (2017 in press). Literature reviews, citations and intertextuality in graduate student writing. Journal of Further and Higher Education
Beauchamp, C. & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39:2, 175-189
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6, 185-207.
Bitchener, J. and Turner, E. (2011). Assessing the effectiveness of one approach to the teaching of the thematic unit construction of literature reviews. Assessing Writing 16, 123-136
Boud, D. (2014). Shifting views of assessment: From secret teachers' business to sustained learning. In C. Kreber, C. Anderson, N. Entwistle & J. McArthur (Eds.), Advances and Innovations in University Assessment and Feedback (pp. 13-31). Edinburgh: Edinburgh University Press.
Boud, D and Molloy, E (2013). Re-thinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 38.6, 698-712.
Boyd, P., Hymer, B., & Lockney, K. (2015). Learning Teaching: Becoming an inspirational teacher. UK: Critical Publishing.
Brookfield, S. (2017). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
Bruce, M. L., Coffer, P. K., Rees, S. & Robson, J. M. (2016). Write on the edge: using a chemistry corpus to develop academic writing skills resources for undergraduate chemists. Chemistry Education Research and Practice, 17, 580-589.
Bruce, M. and Rees, S., (2013). Can I have a word please - Strategies to enhance understanding in chemistry by international and non-traditional students, New Directions in the Teaching of the Physical Sciences, 9(1), 8.
Crème, P. (2008). A Space for Academic Play: Student learning journals as transitional writing. Arts and Humanities in Higher Education 7:1, 49 - 64
Dudley, P. (2016). Lesson Study: Professional learning for our time. London: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112
Johns, T. F., (1991). Should you be persuaded: two examples of data-driven learning, in Johns T. F. and King P. (ed.) Classroom Concordancing, Birmingham: ELR, pp. 1-13
Kwan, B. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes 25, 30-55
Johns, T.F. (1991). Should you be persuaded: Two examples of data-driven learning. In Johns, T.F. & P King (Eds) Classroom Concordancing. (pp1-13). Birmingham: ELR.
Nesi, H., & Gardner, S. (2012). Genres across the Disciplines. Student writing in higher education. Cambridge: CUP.
Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16:1, 99-111.
Sadler, R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35, 535-550.
Schon, D. (1991). The Reflective Practitioner: How professionals think in action. Oxon, UK: Routledge.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. New York: Cambridge University Press.
Vassilaki, E. (2017). Reﬂective writing, reﬂecting on identities: The construction of writer identity in student teachers' reﬂections. Linguistics and Education