Supporting the Academic Writing of Widening Participation Students

Grant type: Student (2006-9)
Round: Student 2008
Amount awarded £1,765.50
Completed: March 2009
Leader(s): Miss Joelle Adams
Organisation: University of Bath-Education
Contact Email: jja20@bath.ac.uk
Contact phone: 01225 876365
Start Date: 1 August 2008
End Date: 31 March 2009
Interim report received: 3 March 2009
Final report received: 3 March 2009
This project aims to investigate widening participation students’ experiences of writing in higher education and develop suggestions for pedagogical practice to help those students learn effectively in the academy. Using a critical ethnography approach, data will be gathered through a in-depth focus group with students who are the first in their family to go to university. Questions will focus on students' perceptions of the purpose, role and expectations of various types of academic writing; how their autobiographical aspects of self influence their discoursal selves and selves as authors; and how they feel educators and institutions could better help them develop as learners and writers in this specific socio-institutional context. Findings from the focus group will be analysed and an action research project will investigate ways in which educators can change their practice to better support the academic writing of widening participation students. (See Ivanič, R. (1998) Writing and Identity. Amsterdam: John Benjamins pg. 23 for details of the four aspects of 'writer identity')