Catterall, Stephen and Ireland, Chris (2007) Writing support for overseas students: quick fix or responsive solution? In: 4th International Conference of the European Association for the Teaching of Academic Writing, June 30th - July 2nd 2007, Ruhr-Universität Bochum, Germany. (Unpublished)
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The number of overseas finalists in both the School of Computing & Engineering and the Business School of Huddersfield University has increased markedly in recent years particularly from Europe and the new accession states of the EU. While the level of functional English of these students is acceptable, the academic traditions to which many are accustomed is not adequate preparation for studying in English, given that they are expected to complete a substantive final year dissertation.
A programme of writing skills support has been developed which helps the students adapt quickly to the demands of study. Support began four years ago with a pilot course and has now developed into a term-long series of workshops with the additional option of further one-to-one tutorial support. Student time on the final year is at a premium and the main challenge is to provide useful learning opportunities in a limited timescale while encouraging attendance. An important principle informing pedagogy is that students learn what is purposeful in terms of the desired outcomes applicable to their degree courses.
Quantitative research undertaken on levels of student attendance and achievement indicates that this approach has had a positive impact on student performance in the final year.
|Item Type:||Conference or Workshop Item (Lecture)|
|Subjects:||L Education > L Education (General)|
|Schools:||School of Computing and Engineering|
School of Computing and Engineering > Pedagogical Research Group
The Business School
The Business School > Learning Development Research Group
|Depositing User:||Briony Heyhoe|
|Date Deposited:||19 Jun 2008 16:12|
|Last Modified:||31 May 2011 16:25|
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