Academics engaging with student writing : working at the higher education textface /
By: Tuck, Jackie [author.].
Series: Routledge research in higher education: Publisher: London ; New York : Routledge, Taylor & Francis Group, 2018Description: xi, 213 pages : illustrations ; 27 cm.Content type: text | text | still image Media type: unmediated | unmediated Carrier type: volume | volumeISBN: 9781138952232; 9781138952232:; 1138952230; 1315667703; 9781315667706.Subject(s): English language -- Rhetoric -- Study and teaching (Higher) -- Great Britain | Report writing -- Study and teaching (Higher) -- Great Britain | Academic writing -- Study and teaching (Higher) -- Great BritainDDC classification: 808.042071141 TUC Summary: Student writing has long been viewed as a problem in higher education in the UK. Moreover, the sector has consistently performed poorly in the National Student Survey with regard to assessment and feedback. 'Academics Engaging with Student Writing' tackles these major issues from a new and unique angle, exploring the real-life experiences of academic teachers from different institutions as they set, support, read, respond to and assess assignments undertaken by undergraduate students. Incorporating evidence from post-1992 universities, Oxbridge, members of the Russell Group and others, this book examines working practices around student writing within the context of an increasingly market-oriented mass higher education system.| Item type | Current library | Call number | Status | Date due | Barcode | Item holds |
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Standard Loan
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ATU Sligo Yeats Library Main Lending Collection | 808.042071141 TUC (Browse shelf(Opens below)) | Available | 0062352 |
Includes bibliographical references (pages 192-208) and index.
Student writing has long been viewed as a problem in higher education in the UK. Moreover, the sector has consistently performed poorly in the National Student Survey with regard to assessment and feedback. 'Academics Engaging with Student Writing' tackles these major issues from a new and unique angle, exploring the real-life experiences of academic teachers from different institutions as they set, support, read, respond to and assess assignments undertaken by undergraduate students. Incorporating evidence from post-1992 universities, Oxbridge, members of the Russell Group and others, this book examines working practices around student writing within the context of an increasingly market-oriented mass higher education system.