Academic writing and what students emphasize

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I asked earlier students from two courses (KONS2010 and KONS3040) if they perceived that there were important differences between what I emphasize (and encourage them to take forward), and what students think I should emphasize.

While none seemed dissatisfied with the manner in which they were encouraged to write, their responses were nevertheless interesting. Of those who joined the focus group, each emphasized how I demanded that they demonstrate a critical approach to course material (practical and theoretical), which I encouraged them to develop not through writing, but through discussions in the classroom. I encouraged them to formulate and present arguments, which (according to them) helped them to develop vocabulary and skills that fed their academic writing. Discussions of source material (e.g., differences between reading historical texts and current research) and academic responsibilities related to citations were integral to this development. These skills formed a foundation for subsequent writing for courses on BA and MA levels.

This training did not, however, rely on the development of writing skills in the classroom to any great extent, and thus while students reported that the existing format encouraged them to reflect on the syllabus, and on their own opinions on ethical issues related to cultural heritage, this might have been done better. Improvements to the teaching plan might include opportunities during lectures (e.g., 5-minute breaks) to formulate short texts that assimilate topics addressed that day, rather than relying so heavily on seminar time for reflection.

Noëlle Streeton