Ursula Wingate

TL;DR: In this article, the authors argue that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term "study skills" itself has misleading implications, which are counterproductive to learning.

Abstract: In this paper, a framework for developing first-year students’ learning is proposed. Its aim is to increase university managers’ and teachers’ awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic,subject-specific approach is needed to support all students in the complex process of learning to learn in higher education.The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers,it is critical that university managers and policy makers give appropriate recognition to effective teaching.This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers’ commitment to student learning.

TL;DR: A review of two dominant approaches to academic writing instruction in higher education, English for Academic Purposes (EAP) and Academic Literacies (AL), is presented in this paper.

TL;DR: Research is presented into undergraduate students’ concepts of argument when they arrive at university, difficulties they experience with developing arguments in their essays, and the type and quality of instruction they receive, and an ‘essay writing framework’ is proposed for improving the teaching of writing.

TL;DR: It is argued that the analysis of discipline-specific texts is the best starting point for teaching and learning of academic writing, and that students will be more willing to take a critical perspective when they are able to understand and control disciplinary discourses.