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

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dc.article.end-page14en_ZA
dc.article.start-page1en_ZA
dc.contributor.authorDison, L
dc.contributor.authorMoore, J.
dc.date.accessioned2021-08-31T07:29:08Z
dc.date.available2021-08-31T07:29:08Z
dc.date.issued2019
dc.description.abstractStudents’ 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.description.librarianMM2021en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationDison, 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.issn2224-0012
dc.identifier.urihttps://hdl.handle.net/10539/31546
dc.journal.issue1en_ZA
dc.journal.titlePer Linguamen_ZA
dc.journal.volume35en_ZA
dc.language.isoenen_ZA
dc.publisherStellenbosch Universityen_ZA
dc.rightsCopyright (c) 2019 Per Linguamen_ZA
dc.schoolWits School of Educationen_ZA
dc.subjectwriting centresen_ZA
dc.subjectwriting in the disciplinesen_ZA
dc.subjecttransformation of higher educationen_ZA
dc.subjectacademic literaciesen_ZA
dc.subjectepistemological accessen_ZA
dc.subjectwriting consultantsen_ZA
dc.subjectassessment for learningen_ZA
dc.subjectcollaborative pedagogyen_ZA
dc.titleCreating conditions for working collaboratively in discipline-based writing at a South African universityen_ZA
dc.typeArticleen_ZA
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