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Innovations, activities and principles for supporting students' writing

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dc.contributor.author Cleary, Lawrence
dc.contributor.author O'Sullivan, Íde
dc.date.accessioned 2015-12-10T11:36:42Z
dc.date.available 2015-12-10T11:36:42Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10344/4775
dc.description peer-reviewed en_US
dc.description.abstract Despite some of the critiques of the conventions of academic writing that have been outlined above, it is also clear that nurturing good writing skills among students enhances their ability to think in complex and coherent ways (Bean, 2001). Writing is not only valued in academia; good writing skil ls are important for the enhancement of our students' professional lives. Despite its centrality in academia and professional life, it is often left up to the students themselves to become good at writing. While there have been notable changes in the UK and Ireland in providing dedicated support for student writing, many higher education contexts rely on students being acculturated or somehow induced into academic writing simply by being immersed into university life (Lea and Street, 1998). en_US
dc.language.iso eng en_US
dc.publisher SEDA: Staff and Educational Development Association en_US
dc.relation.ispartofseries SEDA Special 24;Section 3, pp. 15-20
dc.subject academic writing en_US
dc.subject students en_US
dc.title Innovations, activities and principles for supporting students' writing en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1598371


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