Revolution Lullabye

January 31, 2009

Coffin, Teaching Academic Writing

Coffin, Caroline, et al. Teaching Academic Writing: A Toolkit for Higher Education. London: Routledge, 2003.

This guide for teachers of academic writing is grounded in the UK higher education system, which has some distinctive features. The first is that first-year composition is a new phenomenon for UK colleges and universities: the UK experienced a surge in student populations a few decades after the US in post-WWII, so the need for the course dedicated to academic writing – to serve the needs of the increasingly diverse student population – was not there. Instead, writing instruction happened in three other places: discipline-specific courses (like WAC/WID) ; “study support centres and writing centres,” “labs” designed to help students with basic literacy skills across the disciplines; and EAP (English for Academic Purposes) courses, created for English as a second language learners. The guide is grounded in a sociocultural theory of language and learning, based in Vygotsky, and gives heuristics and activities for all teachers – both writing specialists in the first-year course and writing centres and those teaching outside of the comp/rhet – in the five chapters.

Table of Contents

1. Issues in academic writing in higher education
2. Approaches to teaching writing (text analysis, process theory, and a hybrid of the two)
3. Writing for different disciplines
4. Planning the assessment of student writing (assignment creation)
5. Giving feedback on student writing
6. Academic writing in an electronic environment

Three-prong emphasis on writing for assessment (that’s interesting), learning, and entering disciplinary communities (discourse communities)

Changes in higher education population and constraints: more students, more diversity, older and part-time students, curriculum changes (move from year-long courses to semester-long ones), larger class sizes.

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