Supporting students as learners: two questions concerning pedagogic practice
Abstract Probably the most important thing that any of us who work in higher education can do, is to help our students to say themselves more clearly, by communicating what they know, what they think about what they know, and why they think it. After all, it is by engaging skilfully in the proc...
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2012
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| Acceso en línea: | https://doaj.org/article/43242c8a1e1a468ba92928966141e5ed |
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| Sumario: | Abstract Probably the most important thing that any of us who work in higher education can do, is to help our students to say themselves more clearly, by communicating what they know, what they think about what they know, and why they think it. After all, it is by engaging skilfully in the processes of academic communication, whether in written or spoken forms, that they can persuade us that they have learned something and have thought about what they have learned. What a pity, then, that most university teachers do so little to help students to develop the skills necessary to write well. In this article I discuss two ways in which I have found I can help students in their development as writers capable of engaging, informing and challenging their readers. In doing so, I acknowledge some possible criticisms.
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