Power and paragraphs: academic writing and emotion

Emotions play an important role in academic writing (Cameron, Nairn and Higgins, 2009), and, as learning developers, we often support students with the emotional aspects of their work. The process of writing is strongly linked to identity. Research into academic literacies has highlighted the fact...

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Autor principal:	Emily Charlotte Forster
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2020
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/79d923a9e8f34f1abe70f998c592d807
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id	oai:doaj.org-article:79d923a9e8f34f1abe70f998c592d807
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spelling	oai:doaj.org-article:79d923a9e8f34f1abe70f998c592d8072021-11-29T14:02:11ZPower and paragraphs: academic writing and emotion10.47408/jldhe.vi19.6101759-667Xhttps://doaj.org/article/79d923a9e8f34f1abe70f998c592d8072020-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/610https://doaj.org/toc/1759-667X Emotions play an important role in academic writing (Cameron, Nairn and Higgins, 2009), and, as learning developers, we often support students with the emotional aspects of their work. The process of writing is strongly linked to identity. Research into academic literacies has highlighted the fact that this often involves complex negotiations, especially for students from widening participation backgrounds (Lea and Street, 1998). Students’ past experiences of learning strongly shape their identity as learners. For example, the early challenges with literacy faced by people with dyslexia often continue to affect their emotions in adulthood (Pollak, 2005; Alexander-Passe, 2015). The concept of learning identities (Bloomer and Hodkinson, 2000; Christie et al., 2007) helps us to understand students’ emotional responses in the wider context of their lives. This paper uses two case histories of students with dyslexia, who were also the first in their family to go to university, to explore the role of academic writing in shaping a student’s learning identity. It argues that learning developers are in a good position to help students develop a positive sense of themselves as academic writers. Emily Charlotte ForsterAssociation for Learning Development in Higher Education (ALDinHE)articleTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 19 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Emily Charlotte Forster Power and paragraphs: academic writing and emotion
description	Emotions play an important role in academic writing (Cameron, Nairn and Higgins, 2009), and, as learning developers, we often support students with the emotional aspects of their work. The process of writing is strongly linked to identity. Research into academic literacies has highlighted the fact that this often involves complex negotiations, especially for students from widening participation backgrounds (Lea and Street, 1998). Students’ past experiences of learning strongly shape their identity as learners. For example, the early challenges with literacy faced by people with dyslexia often continue to affect their emotions in adulthood (Pollak, 2005; Alexander-Passe, 2015). The concept of learning identities (Bloomer and Hodkinson, 2000; Christie et al., 2007) helps us to understand students’ emotional responses in the wider context of their lives. This paper uses two case histories of students with dyslexia, who were also the first in their family to go to university, to explore the role of academic writing in shaping a student’s learning identity. It argues that learning developers are in a good position to help students develop a positive sense of themselves as academic writers.
format	article
author	Emily Charlotte Forster
author_facet	Emily Charlotte Forster
author_sort	Emily Charlotte Forster
title	Power and paragraphs: academic writing and emotion
title_short	Power and paragraphs: academic writing and emotion
title_full	Power and paragraphs: academic writing and emotion
title_fullStr	Power and paragraphs: academic writing and emotion
title_full_unstemmed	Power and paragraphs: academic writing and emotion
title_sort	power and paragraphs: academic writing and emotion
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2020
url	https://doaj.org/article/79d923a9e8f34f1abe70f998c592d807
work_keys_str_mv	AT emilycharlotteforster powerandparagraphsacademicwritingandemotion
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Power and paragraphs: academic writing and emotion

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