claire aitchison, university of western sydney sarah haas, aston university
TRANSCRIPT
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Claire Aitchison, University of Western Sydney
Sarah Haas, Aston University
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Brief introduction to effectiveness of writing groups for research students
Writing group models
Workshop component Facilitating learning through writing
reviewing and talking
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Do you have any particular requests?
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Are “the practice as well as the site of production and exchange of knowledge” ( Aitchison and Lee, 2006)
Reconstitute normal teaching learning practices and hierarchies
Are safe spaces for learning and error-making
Normalise writing Are fun and collegial
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Benefit writing quality and quantity (Cuthbert, Spark, Burke, 2009; Larcombe, McCosker, O’Loughlin, 2007; Lee & Boud, 2003; Murray, 2008)
Facilitate knowledge and skill acquisition• Informal – eg from peers, communities of
practice • Formal – eg from language lecturers/
supervisors /others Counter isolation Build academic/ research networks
and writing cultures
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In the process of writing for the group,
As peers read and critique that text In discussion of that writing amongst
the group Through formal and informal input
from facilitator and peers In the subsequent re-drafting of the
original text
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Theory – peer learning (I mostly draw on this eg Boud
& Lee, 2005 – who/what else can we add – from your research?) , communities of practice, legitimate peripheral practice, academic literacies ??
Research – yours, 2 of mine, others (most rsch into WGs I know of is small scale – otherwise research / practice-based evidence into the need for supporting research wtg and wrtg for publication)
Practice – the focus of this workshop ( and then we go to that – drawing on own experiences plus the literature!)
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Never know the best way to set this out... But here’re some dimensions – maybe a table? Any ideas?
Self-directed and initiated, groups of peers
Facilitated, institutionally sanctioned• Supervisor initiated (Kamer & Thompson, 2007)• Writing expert / academic adviser facilitated• Single discipline or interdisciplinary• Primary task of group time is discussion of
members text / writing together in group time• Not usually a formal part of the curriculum nor
assessable