The appearance of voice: EAP and academic literacies approaches to teaching reflective writing

The increasingly common requirement for higher education courses to include reflective writing as part of assessment practices places additional demands on novice writers. Complex and self-referential assessment criteria mean that students on foundation and pre-sessional courses in particular find...

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Autor principal:	Simon A. Williams
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	Reflective writing EAP academic literacies voice ethos persona Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/a4ce367ecc294fe1908d7a9a6479c6c5
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spelling	oai:doaj.org-article:a4ce367ecc294fe1908d7a9a6479c6c52021-11-29T14:02:34ZThe appearance of voice: EAP and academic literacies approaches to teaching reflective writing10.47408/jldhe.v0i15.5291759-667Xhttps://doaj.org/article/a4ce367ecc294fe1908d7a9a6479c6c52019-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/529https://doaj.org/toc/1759-667X The increasingly common requirement for higher education courses to include reflective writing as part of assessment practices places additional demands on novice writers. Complex and self-referential assessment criteria mean that students on foundation and pre-sessional courses in particular find it hard to decode and match descriptors, and to balance subjectivity and critical analysis. English for Academic Purposes (EAP), the most widely adopted approach to teaching academic writing in higher education, prioritises objectivity, and teaches students to recognise generic patterns of text organisation – though it seldom includes reflective writing itself as a genre. In contrast, the less familiar teaching approach of academic literacies explores students’ subjectivity, more obviously relevant to reflection, often through the development of an authentic narrative voice. As in other forms of academic writing, voice in reflective writing can be seen as a construct. It conveys a persona via the narrative, and an ethos via its specialised content. However, unlike other forms of academic writing, the personain reflective writing must simultaneously communicate the author’s private and public self. With the purpose of developing students’ persona, an academic literacies intervention in two transition courses invited students to complete a piece of timed writing in response to an autobiographical prompt. Compared with the EAP writing produced by the same student cohorts, the autobiographical writing contained a clear persona and consistent ethos. The assessed reflective writing later produced by the same students showed little change, however, particularly in its handling of ethos. The findings suggest that teachers of reflective writing need simultaneously to develop students’ ability to communicate a credible persona and to handle a specialised ethos of formal academic content. A more principled combination of the two approaches, EAP and academic literacies, could best provide the optimum learning environment for novice student writers to develop a balanced voice and achieve reflective writing fluency Simon A. WilliamsAssociation for Learning Development in Higher Education (ALDinHE)articleReflective writingEAPacademic literaciesvoiceethospersonaTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Reflective writing EAP academic literacies voice ethos persona Theory and practice of education LB5-3640
spellingShingle	Reflective writing EAP academic literacies voice ethos persona Theory and practice of education LB5-3640 Simon A. Williams The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
description	The increasingly common requirement for higher education courses to include reflective writing as part of assessment practices places additional demands on novice writers. Complex and self-referential assessment criteria mean that students on foundation and pre-sessional courses in particular find it hard to decode and match descriptors, and to balance subjectivity and critical analysis. English for Academic Purposes (EAP), the most widely adopted approach to teaching academic writing in higher education, prioritises objectivity, and teaches students to recognise generic patterns of text organisation – though it seldom includes reflective writing itself as a genre. In contrast, the less familiar teaching approach of academic literacies explores students’ subjectivity, more obviously relevant to reflection, often through the development of an authentic narrative voice. As in other forms of academic writing, voice in reflective writing can be seen as a construct. It conveys a persona via the narrative, and an ethos via its specialised content. However, unlike other forms of academic writing, the personain reflective writing must simultaneously communicate the author’s private and public self. With the purpose of developing students’ persona, an academic literacies intervention in two transition courses invited students to complete a piece of timed writing in response to an autobiographical prompt. Compared with the EAP writing produced by the same student cohorts, the autobiographical writing contained a clear persona and consistent ethos. The assessed reflective writing later produced by the same students showed little change, however, particularly in its handling of ethos. The findings suggest that teachers of reflective writing need simultaneously to develop students’ ability to communicate a credible persona and to handle a specialised ethos of formal academic content. A more principled combination of the two approaches, EAP and academic literacies, could best provide the optimum learning environment for novice student writers to develop a balanced voice and achieve reflective writing fluency
format	article
author	Simon A. Williams
author_facet	Simon A. Williams
author_sort	Simon A. Williams
title	The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
title_short	The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
title_full	The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
title_fullStr	The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
title_full_unstemmed	The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
title_sort	appearance of voice: eap and academic literacies approaches to teaching reflective writing
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/a4ce367ecc294fe1908d7a9a6479c6c5
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The appearance of voice: EAP and academic literacies approaches to teaching reflective writing

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