Re Cal's 2 approaches (below) -a third possibility is to have Writing or
Learning Centres located in Faculties (or other large subdivisions of a
university). These have the advantage of a closer relationship
(geographically and conceptually) with courses and disciplinary
/professional practices. They may cost a bit more than central services, but
can be staffed relatively manageably by a combination of subject teachers
(on eg 1 day a week secondment from their course commitments) preferably in
conjunction with writing specialists who might work part-time with each
faculty.
We had something like this in the faculty of Arts at Brighton for several
years - and it worked well because staff were aware of subject issues, but
were perceived by students as independent of courses and assessment
decisions. Even when most writing development was embedded within course
processes, we found there was still a demand for our 'semi-detached'
services. (The Faculty Centre folded only because key staff moved to other
roles, but revival of the model is currently being considered) Cal's hunch
about age may be correct - both the staff involved are over 50. It would
have been even better to collaborate with specialist writing tutors as well.
Pauline
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Weatherald, Cal
Sent: 21 February 2005 11:10
To: [log in to unmask]
Subject: Re: Mapping the LD 'picture' update
[....]2 alternative schools of thoughts. One advocates the setting up of
central Writing Centres, an attractive idea. The other, as here, connects
with the interesting work of Lillis, Lucy Rai etc emerging from a history of
TESOL and adult literacy teaching, which recommends a 'social practice'
approach, embedding writing development in dialogue between the tutor and
the student and relating it to the specific demands of the discipline. There
are issues in both cases of resources and expertise.
[...]
An integrated approach is popular with students, and has a higher level of
success in attracting students who for reasons of time, convenience or
confidence, do not approach central services. But there are two key
challenges: 1. How to sustain this level of funding for a relatively small
group of students (although it could be argued that failure would be more
expensive!) 2. If we are to integrate writing skills development fully
within courses, how to finding subject staff with a knowledge of language
and confidence in teaching it. My experience (just noticed today that this
is borne out in 'Eats Shoots and Leaves') is that staff who have not done
English beyond GCSE/O level, and are below the age of 50, have not
themselves ever learned about English structure and language patterns, so
feel very unconfident in teaching it. I would be very interested to hear
from colleagues who can hopefully refute this perception! The alternative,
of course, is to employ we specialists. But there are not enough of us....
Regards
Cal W
Cal Weatherald
Education Adviser
Sheffield Hallam University Education Guidance Service
Student Services Centre
Level 5 Owen Building
Sheffield Hallam University
Howard Street
SHEFFIELD
S1 1WB
Tel 0114 225 3743
Fax 0114 225 2161
E mail [log in to unmask]
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Margo Blythman
Sent: 17 February 2005 12:09
To: [log in to unmask]
Subject: Re: Mapping the LD 'picture' update
Jenny and others
This is a very useful for list but what I would like to add is the idea of
context. My experience delivering Study Support is that there is rarely a
consensus across subjects about writing (a bit of a minefield for students
who work across subjects).
For me the starting point is to get staff to clarify what they want - it is
often tacit. I attach a handout I produced ( heavily based on US WID ideas
- Joan Mullin etc and influenced by Academic Literacies - Lea, Ivanic,
Scott, Lillis etc ) addressed to staff to help them clarify their writing
demands.
Margo
Jennifer Moon wrote:
> Dear John and LDHEN,
> I have been mapping the skills of writing for an undergraduate
> student. I would be interested in any additions to this list. Look
> at the amount that students need to know! Why is it that we do not go
> the way of Writing Centres in the UK - and properly teaching writing?
> It would help on the widening participation side, I think,
> without being 'remedial'.
>
> cheers Jenny
>
> On Wed, 16 Feb 2005 11:56:04 -0000
> John Hilsdon <[log in to unmask]> wrote:
>
> > Dear All
> >
> > Further to my previous message about updating our database and
> > mapping a picture of what we do/offer in Learning Development type
> > services, Ann Barlow at the Centre for Continuing Education,
> > University of Manchester has very kindly offered to take this task
> > on. If anyone else wants to bid for the role too, please let me
> > know. If no one else offers within a week, I reckon we should
> > assume Ann is doing it!
> >
> > In the meantime, do have a look at the Excel file (location in my
> > previous message) and see if you would be interested in updating or
> > submitting information to go on there. I'm also interested in how
> > we might present this information in others ways .. to a wider
> > forum? ... to reach other parts of the HE community? ... what do
> > others think?
> >
> > John
> >
> > John Hilsdon
> > Co-ordinator, Learning Development
> > University of Plymouth
> > Drake Circus
> > Plymouth
> > PL4 8AA
> >
> > 01752 232276
> >
> > [log in to unmask]
> > http://www.plymouth.ac.uk/pages/view.asp?page=8099
> >
> >
> >
>
> ----------------------
> Dr Jennifer Moon, Learning and Teaching Support Centre,, Queen's Bdg,
> University of Exeter Ex4 4QH 01392-264505
>
> ------------------------------------------------------------------------
> Name: ESCWriting issues.doc
> ESCWriting issues.doc Type: WINWORD File (Application/msword)
> Encoding: base64
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