Mary Deane

Bio: Mary Deane is an academic researcher from Coventry University. The author has contributed to research in topics: Academic writing & Higher education. The author has an hindex of 6, co-authored 19 publications receiving 206 citations. Previous affiliations of Mary Deane include Oxford Brookes University.

Writing in the Disciplines

Abstract: Foreword: Explicit Knowledge: Writing in the Disciplines as Higher Education J.Monroe PART I: CONTEXTS Introduction: Writing in the Disciplines: Beyond Remediality M.Deane & P.O'Neill Cross-cultural Approaches to Writing and Disciplinarity C.Donahue Developing Academic Literacy in Context: Trends in Australia E.Purser The Role of Assessment in 'Writing in the Disciplines' (WiD) K.Harrington PART II: COLLABORATING TO SUPPORT STUDENT WRITERS A Comparison of 'Additional' and 'Embedded' Approaches to Teaching Writing in the Disciplines U.Wingate Enhancing Students' Legal Writing S.Foster & M.Deane Writing Hazards D.Horne & K.Peake Taking Action in Business M.Emmanuel, P.O'Neill, D.Holley, L.Johnson & S.Sinfield Writing for Mathematics Education at Doctoral Level P.Samuels & M.Deane Political Theory, Academic Writing, and Widening Participation B.Schippers & J.Worley Writing Design D.Bhagat & P.O'Neill From WAC to WiD: Trialling Writing-intensive Pedagogies with Academic Staff in UK Higher Education R.Bell, S.Broadberry & J.Ayodeji PART III: WID AND THE INSTITUTION Backward Design: Towards an Effective Model of Staff Development in Writing in the Disciplines J.Bean Writing in the Disciplines and Learning Technologists: Towards Effective Collaboration C.Llewelln-Jones, M.Agombar & M.Deane The Writing Centre as a Locus for WiD, WAC and Whole-Institution Writing Provision L.Ganobcsik-Williams Conclusion: Ways forward for WiD M.Deane & P.O'Neill Afterword: Afterword - and Onward! C.Glenn

Developing Academic Literacy in Context

Abstract: Where, when and how (indeed whether) academic writing should be taught to university students, who are not necessarily aiming to study ‹language› per se, has long been a concern in higher education. While students need to develop high level communication skills, in genres often quite specific to higher education, in order that their learning can be assessed, teaching them academic writing during the course of their disciplinary studies raises a number of pedagogical, organisational and research issues. This paper reports on a collaboration between a group of academics in different geographic and institutional locations, who share a dream of improving student learning through curriculum-integrated teaching of writing. Their project has attempted to apply a model of ‹learning development› practice that works well in one arena to a range of new contexts, in order to test its efficacy and transferability. Results indicate that the pedagogical strategies tried (e. g. collaborative, inter-disciplinary design of learning tasks, resources and assessment processes based on analysis of contextually-specific literacy demands) prove ‹true› in various situations, enabling positive changes – in student learning, in the design of curricula, in teachers’ professional development and in general perceptions of the role of language in learning.

Measuring the outcomes of individualised writing instruction: a multilayered approach to capturing changes in students' texts

Abstract: In a highly competitive higher education environment where resources are limited, educators are increasingly concerned with providing evidence for the effectiveness of teaching interventions including one-to-one writing support. This article offers a model for analysing the changes in student writing as a result of individualised writing instruction. The multilayered approach to textual analysis proposed here concentrates on five aspects of academic writing that students need to master during the first year of tertiary level education. The model is illustrated with reference to a first year student's assignment. The application of the model allows for a systematic description of changes students make to their draft assignments, and the evaluation of whether these changes were consonant with the topics discussed during tutorials. The rationale for measuring student revisions is both to inform teaching and tutorial practice, and to provide valuable information for senior managers seeking to identify effecti...

Teaching for quality learning at university

Abstract: by J. Biggs and C. Tang, Maidenhead, England, Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Engagement through partnership: students as partners in learning and teaching in Higher Education

Abstract: Higher Education in the United Kingdom has rather lagged behind other countries in developing an interest in, scholarly research on, and realisation about the importance of student engagement. This...

Alfabetización académica diez años después

Abstract: Fil: Carlino, Paula. Universidad de Buenos Aires. Facultad de Filosofia y Letras. Instituto de Linguistica; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina