Supervision and Scholarly Writing: Writing to Learn - Learning to Write

This paper describes an action research project on postgraduate students’ scholarly writing in which I employed reflective approaches to examine and enhance my postgraduate supervisory practice. My reflections on three distinct cycles of supervision illustrate a shift in thinking about scholarly writing and an evolving understanding of how to support postgraduate students’ writing. These understandings provide the foundation for a future-oriented fourth cycle of supervisory practice, which is characterised by three principles, namely the empowerment of students as writers, the technological context of contemporary writing, and ethical issues in writing

The playing spectator A study on the applicability of the theories of D.W. Winnicott to contemporary concepts of the viewer's relationship to film

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Academic literacies: a pedagogy for course design

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 of the different texts involved in student learning, and do not focus merely on assessed writing. This case study also pays some attention to the ways in which the use of new technologies can be used to the advantage of course designers adopting these principles

A view from the outside New student writing in social anthropology

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Improving student writing at HE: putting literacy studies to work

This article builds on research into academic writing and student literacy, arguing that a focus on epistemology and institutional context should inform the teaching of writing in higher education. It explores the experience of UK undergraduate students of English, including those studying joint honours, to demonstrate their negotiation of complex and conflicting institutional and literacy practices. The article suggests that the epistemology of humanities and social science subjects could be made more explicit to students; and proposes pedagogy to demystify the nature of academic writing and to develop the collaborative writing skills appropriate to a literate and critical society

Learning in a border country: Using psychodynamic ideas in teaching and research

This paper arises out of recognition of the importance of psychodynamic theory in our approaches to teaching and research. We demonstrate how psychodynamic ideas - broadly defined as encouraging people to engage more closely with thoughts and feelings that may be hidden from the conscious mind - can be applied in many, diverse, and radical ways. But also how such an approach can be problematical both for students and teachers. We take issue with those writers who want to separate therapy from education, insisting as they do that 'therapeutic education' involves a 'diminished' notion of the subject who sees him- or herself as a victim of circumstances. Instead, we suggest, entering the border country between therapeutic and educational processes and ideas can be deeply rewarding as well as empowering for teachers, researchers and learners alike