Creating conditions for working collaboratively in discipline-based writing at a South African university

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dc.contributor.author Dison, L
dc.contributor.author Moore, J.
dc.date.accessioned 2021-08-31T07:29:08Z
dc.date.available 2021-08-31T07:29:08Z
dc.date.issued 2019
dc.identifier.citation Dison, L., & Moore, J. (2019). Creating conditions for working collaboratively in discipline-based writing at a South African university. Per Linguam: A Journal of Language Learning, 35(1), pp. 1 - 14. en_ZA
dc.identifier.issn 2224-0012
dc.identifier.uri https://hdl.handle.net/10539/31546
dc.description.abstract Students’ academic literacy practices frequently do not prepare them for, or articulate with, the ways of thinking and practising within their chosen academic disciplines (Boughey, 2010; Clarence, 2010; Wingate & Tribble, 2012). There has been much debate about who should be responsible for responding to this ‘articulation gap’ (Bitzer, 2009) and how this should be done. In this paper, we posit the importance of working with students in the disciplines and draw on Lillis and Scott’s (2007) notion of transformative writing spaces to engage critically with disciplinary culture, norms and practices. We critique ‘remedial’ approaches to tertiary writing development that treat the articulation gap as a skills deficit that can be overcome by teaching a set of requisite academic literacy skills. We also suggest that increased collaboration between writing centres and discipline-based academic staff has helped to shift the deficit conception to more socially constructed approaches to writing development. We explore conditions in two discipline-specific writing centres that show how writing can be used as a way of engaging all students with core course concepts and in which writing development has been embedded within mainstream, substantive modules in order to facilitate epistemological access (Morrow, 2007) to both disciplinary content and writing in the discourse. en_ZA
dc.language.iso en en_ZA
dc.publisher Stellenbosch University en_ZA
dc.rights Copyright (c) 2019 Per Linguam en_ZA
dc.subject writing centres en_ZA
dc.subject writing in the disciplines en_ZA
dc.subject transformation of higher education en_ZA
dc.subject academic literacies en_ZA
dc.subject epistemological access en_ZA
dc.subject writing consultants en_ZA
dc.subject assessment for learning en_ZA
dc.subject collaborative pedagogy en_ZA
dc.title Creating conditions for working collaboratively in discipline-based writing at a South African university en_ZA
dc.type Article en_ZA
dc.journal.volume 35 en_ZA
dc.journal.title Per Linguam en_ZA
dc.description.librarian MM2021 en_ZA
dc.journal.issue 1 en_ZA
dc.article.start-page 1 en_ZA
dc.article.end-page 14 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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