Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of "Disciplinary Discourses: Social Interactions in Academic" "Writing," Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, "Disciplinary Discourses" presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of "Disciplinary Discourses" make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.

Disciplinary Discourses: Social Interactions in Academic Writing

Much evaluation of teaching focuses on what teachers do in class. This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class. It is assumed that assessment has an overwhelming influence on what, how and how much students study. The article proposes a set of ‘conditions under which assessment supports learning’ and justifies these with reference to theory, empirical evidence and practical experience. These conditions are offered as a framework for teachers to review the effectiveness of their own assessment practice.

Conditions Under Which Assessment Supports Students’ Learning

but the threat they bring to artistic culture. From his opening mockery of the literary establishment’s tendency to theorize the world in terms of desire or gender to his disapproval of those who venerate art while denying its validity in the same breath, Jonathan Dollimore has created an easily understood, albeit at times too theoretical, synthesis of the literary and the experiential in Sex, Literature and Censorship. His arguments on critical theory do not necessarily reject the concept of theory; rather, he argues that critical theorists should strive to understand the contradictions within our lives and our literature and explore the daemonic power of the subjects that offend our sense of tradition.

Multimodal Discourse: The Modes and Media of Contemporary Communication:

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This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the institutional relationships of power and authority that surround, and are embedded within, diverse student writing practices across the university. A contrasting and therefore complementary perspective is used to present debates about ‘good˚s and ‘poor˚s student writing. The article outlines an ‘academic literacies˚s framework which can take account of the conflicting and contested nature of writing practices, and may therefore be more valuable for understanding student writing in today's higher education than tradition...

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Student writing in higher education: An academic literacies approach

Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K–12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an academic literacies perspective also takes account of literacies not directly associated with subjects and disciplines, but with broader institutional discourses and genres. From the student point of view, a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes.

The "academic literacies" model: Theory and applications

This article examines how research findings from the field of academic literacies might be used to underpin course design across the broad curriculum of higher education. During the last decade this research has unpacked the complex relationship between writing and learning, and pointed to gaps in students' and tutors' understanding of what is involved in writing for assessment. The article takes this as its starting point but suggests that the focus on particular groups of students and on student writing alone might mask the relevance of the research findings for teaching and learning in higher education more generally. In addition, the increasing use of information and communication technologies and virtual learning environments add dimensions which are only beginning to be recognized in the academic literacies literature. The article uses a specific case study of an online, postgraduate course to explicate some principles of course design, derived from academic literacies research, which take account o...

Academic literacies: a pedagogy for course design

Student writing and staff feedback in higher education: an academic literacies approach

Student Writing in Higher Education is the first book to examine student writing in the context of major changes taking place in today's higher education For example, students now come to higher education from an increasingly wide range of cultural and linguistic backgrounds, to study in a number of diverse learning environments Their courses often no longer reflect traditional academic subject boundaries, with their attendant values and norms There is also an increasing recognition of the importance of lifelong learning, and the necessity for universities to adapt their provision to make it possible for learners to enter and return to higher education at different points in their livesAgainst the background of these changes, this book brings together research carried out by practitioners in a number of international university contexts Each of the chapters focuses on some aspect of 'new contexts' - either by examining the writing and assessment practices of non-traditional university courses and settings, or by exploring attempts to introduce innovative practices in traditional academic subjects The authors concentrate specifically on the implications of research for the work of university teachers The unifying theme of the volume is a view of writing as a contextualized social practice rather than merely a technical and transferable skillThis book is an important resource for all university teachers seeking to improve their teaching with regard to student writing, and is essential reading for all staff developers

Mary R. Lea

Papers

Student writing in higher education: An academic literacies approach

The "academic literacies" model: Theory and applications

Academic literacies: a pedagogy for course design

Student writing and staff feedback in higher education: an academic literacies approach

Student Writing in Higher Education: New Contexts.