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Modelling explored

Josephine Ryan
Project Leader, St Patrick's Campus
Australian Catholic University


The paper will explore the implications of a two stage program designed to give students a more explicit understanding of academic discourse. In Stage one, Supporting Academic Writing Explicitly (SAWE), which took place in 1999, lecturers and academic skills advisers worked together to demonstrate to second year Education students the actual steps they, as experienced writers, took to complete the set assignment for the unit. The project experimented with ways of using the traditional context of the lecture to teach writing. The project culminated with students discussing the final drafts of essays written by their lecturers and advisers (after students' essays were submitted).

Student evaluations showed that modelling was valuable for inducting students into the discourse of an academic community. However, it also demonstrated that for modelling to be most successful, students need to be active participants in the process. The collaboration between the advisers and lecturers proved very successful, giving team members a forum for an on-going conversation about literacy related issues. Stage two in Semester One 2000 will make modelling a more participatory process. The paper will report on both stages of the project and explore implications for the teaching and learning of academic writing.

Contact person: Josephine Ryan. Email: j.ryan@patrick.acu.edu.au
Voice: +61(0)3 9953 3260 Fax: +61(0)3 9953 3475

Please cite as: Ryan, J. (2000). Modelling explored. In Flexible Learning for a Flexible Society, Proceedings of ASET-HERDSA 2000 Conference. Toowoomba, Qld, 2-5 July. ASET and HERDSA. http://cleo.murdoch.edu.au/gen/aset/confs/aset-herdsa2000/abstracts/ryan-abs.html


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Created 17 June 2000. Last revised: 17 June 2000. HTML: Roger Atkinson [atkinson@cleo.murdoch.edu.au]
This URL: http://cleo.murdoch.edu.au/gen/aset/confs/aset-herdsa2000/abstracts/ryan-abs.html