Aspects of Writing in Higher Education
Jenny Moon, University of Exeter ()
This is a list of what students will need to know / understand / be able to do in the course of higher education studies. It has been gleaned from experience, broad reading and from additions by others to a draft list that I put on the internet. There may well be more to be added. Students will need to be able in most of the listed abilities (I use the word ‘abilities as a generic term for skills, understandings etc) in an undergraduate programme. There are relatively few new abilities that will only come into force at Master’s and Doctoral level – but obviously the students there require to be more autonomous and more adept in their deployment of the abilities. What is ‘awareness’ at undergraduate levels is likely to need to be more explicit) at postgraduate levels. As I look at this accumulating list, one of the things that strikes me is that much of the information that is required by a student will be mentioned to them directly by no-one during their programme. They will have to gather the information from the ether or from the indirect hints or often obscure guidance in feedback. The chances are that staff who teach and guide students in writing, this very important area of learning and technique in higher education, will not have studied writing and will have gathered their knowledge in the same way as their students, honing it through maturity and experience. While this may mean that they can judge the quality of writing, they may not be able effectively to demonstrate to students what they (students) need to do to write effectively.
Technical aspects of writing
-spelling
-grammar
-punctuation
-expanding vocabulary for writing
-understanding the vocabulary of academic writing
-learning to be precise and clear (not overloading sentences)
-basic structure of paragraphs
-layout and presentation
-referencing
Forms of writing
-long forms
-essay
-report
-dissertation
-thesis
-article / paper
-book
-story
-learning journal
-review of one item
-literature review
-letters (eg for careers / professional purposes)
-CV writing
-work with portfolios
-personal development profiles
-methods of ongoing recording of events / progress etc in professional situations
-extractions of meaning
-precis
-summary
-paraphrase
-abstract
-poster
-concept maps
-note-taking
-other forms
-short answer question
-anecdote / exemplar
-writing as art forms – creative writing, poetry, short story (see below)
Tools through which knowledge or understanding is manipulated / shaped
-description
-judge and justify
-account for something
-analysis
-synthesis
-evaluation
-critique
-critical analysis
-argument
-deconstruct
-writing as explanation, guidance,‘how to’
-narrative
-poetry, story, drama etc – the artistic forms (see below)
Structures of writing
-the ability to recognise the flow of meaning through a text
-the art of introduction
-the art of conclusion
-the structure of argument
-the recognition of /working with multiple perspectives / viewpoints
-the role of emotion in writing
-voice and identity issues in writing – personal, subjective and ‘objective’
-the recognition of assumptions
-the recognition of bias / ‘angle’ or viewpoint
-understanding issues about the qualities of evidence (eg on internet)
-the selection of appropriate evidence
-the use of summary for clarification in text
-linking any illustrations into main text
-the use of questions to structure text
-ways of helping a reader to navigate text (foreshadowing, signposting etc)
-writing within word limits and editing to meet word limits
Going about an essay writing task
-general comprehension of academic style required, academic conventions
-knowledge of ‘local rules of structure’ re headings, use of first person, lists etc
-having sufficient awareness of relevant aspects of disciplinary context of essay
-understanding the vocabulary of academic writing (see reference to title words below)
-understanding the purpose
-understanding the title and the words in the title
-awareness of reading audience in relation to personal identity
-planning a structure with beginning, middle and end (conclusion)
-planning the information needed
-understanding whether and how to use prior experience
-extracting information from sources in relation to purpose and plan
-selection of evidence to present in relation to purpose and plan
-the maintaining a record of references / sources
-organising the information collected
-linking ideas in the text
-manipulating ideas / information in the context of the task (analysis, synthesis, argument etc)
-‘signposting’ the structure of the essay
-understanding the need for drafting, editing and redrafting
-ability to carry through drafting, edititing and redrafting
-writing a reference list / bibliography
-dealing with writing blocks
-ability to make use or seek further information re tutor feedback / mark allocated etc.
Academic conventions that affect writing
-the idea of academic conventions (and intellectual property)
-recognition of the place and consequences of plagiarism in academic work
-knowledge of the reasons for referencing and attribution
-the skills and ability to work effectively within academic conventions
Understanding the assessment of written work
-general issues in writing material that is to be assessed
-the role of purpose
-the role and selection of assessment criteria (in relation to purpose)
-use of peer assessment
-use of self assessment
-aspects of the giving and receipt of feedback
-use of feedback for subsequent improvement.
Reflective writing
-the use of writing as an aid to thinking
-reflective writing for an effective outcome
-writing in personal development profiles
-issues concerned with the deepening of reflective writing
-secondary reflection
-writing for learning from critical incident / case study etc material
-writing for learning from personal experience (eg CPD, fieldwork, work experience)
-exploring through structured reflection
-metacognitive writing
Writing as a means of learning
-writing in revision processes
-writing for continuing professional development
-writing as a part of an appraisal process
-writing in personal development plans / profiles
-writing learning outcomes, aims (objectives)
Writing for recording
-writing lecture notes to support learning
-writing laboratory work notes
-writing notes on material that is being read by the writer
-keeping records of ideas, notes, observations, inspirations (eg in art, or to support research processes)
-professional note taking
-recording data
Writing for academic publication
-use of appropriate conventions
-writing in an appropriate style that with clarity and precision
Use of specific forms of professional writing
-ability to write in required form / format (eg law, social work, nursing etc)
Writing for oral presentation
-using PowerPoint / transparencies etc to support the presentation of ideas
-issues of structure of a presentation
-‘signposting’ structure
-the use of summary
-issues to do with audience attention
-the form of supporting notes
-issues concerning handout material
Writing with others
-collaborative writing
-exploring ideas with dialogue journals / e-mail discussion / computer conferencing
Writing as an art form
-Creative writing
-Literary writing – poetry, drama etc
Key ideas in writing
Knowing the purpose for writing
Knowing the conventions governing a piece of writing
Writing as the representation of thinking / knowing
Academic literacy issues
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