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Conference Paper: Improving student writing: roles for EAP and disciplinary faculty

TitleImproving student writing: roles for EAP and disciplinary faculty
Authors
Issue Date2012
Citation
The Academic English Symposium 2012, The University of Hong Kong, Hong Kong, 1 June 2012. How to Cite?
AbstractA substantial part of tertiary language centres’ work aims to enhance the writing ability of students. But how is this best done if the responsibility for improving writing is shared between a language centre and a faculty? This paper explores the question with reference to a small-scale study conducted in a disciplinary first year legal writing course which ran alongside a language centre enhancement course. The study investigated student needs for feedback and their perceptions of their writing improvement. Eight students took part in semi-structured interviews which probed what feedback focused on and student perceptions of the usefulness of the feedback they received from disciplinary staff. The study found that students did not believe their writing had improved as a result of the ...
DescriptionConference Theme: Research into Practice in the Four-year curriculum
Persistent Identifierhttp://hdl.handle.net/10722/166387

 

DC FieldValueLanguage
dc.contributor.authorSmyth, PDen_US
dc.date.accessioned2012-09-20T08:33:43Z-
dc.date.available2012-09-20T08:33:43Z-
dc.date.issued2012en_US
dc.identifier.citationThe Academic English Symposium 2012, The University of Hong Kong, Hong Kong, 1 June 2012.en_US
dc.identifier.urihttp://hdl.handle.net/10722/166387-
dc.descriptionConference Theme: Research into Practice in the Four-year curriculum-
dc.description.abstractA substantial part of tertiary language centres’ work aims to enhance the writing ability of students. But how is this best done if the responsibility for improving writing is shared between a language centre and a faculty? This paper explores the question with reference to a small-scale study conducted in a disciplinary first year legal writing course which ran alongside a language centre enhancement course. The study investigated student needs for feedback and their perceptions of their writing improvement. Eight students took part in semi-structured interviews which probed what feedback focused on and student perceptions of the usefulness of the feedback they received from disciplinary staff. The study found that students did not believe their writing had improved as a result of the ...-
dc.languageengen_US
dc.relation.ispartofAcademic English Symposium 2012en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleImproving student writing: roles for EAP and disciplinary facultyen_US
dc.typeConference_Paperen_US
dc.identifier.emailSmyth, PD: psmyth@hku.hken_US
dc.description.naturepostprint-
dc.identifier.hkuros207311en_US

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