Making writing invisible: A Study into the Complexities of Standard Written English Acquisition in Higher Education

Higher education in the UK has changed from a system catering for an elite, to one which
aims to improve the potential of over 40% of young people (Clark, 2003). Whilst not rejecting
the idea of education for its own sake, this thesis suggests that one of the purposes of this
mass higher education is to fit students for employment. It maintains that for students
studying English and Media, this purpose includes the ability to produce Standard Written
English. It examines the complexities involved in producing English and Media graduates
who have this competence and explores the power relationships involved in teaching and
assessing writing. The theories of Bourdieu are used to give a perspective on the use of
Standard Written English as an important aspect of cultural capital which distinguishes
members of the educated discourse community. Using written work and interview data from
fifteen English and Media undergraduates at one university, plus written tutor feedback and
comments, it considers the reasons why students might not meet the criteria set. It challenges
the notion that because spelling, punctuation and grammar are ‘surface features’, achieving
competence in using them is easy or relatively unimportant. In firmly rejecting the ‘student
deficit’ approach, this thesis maintains that there is a need to openly acknowledge different
literacies, their social consequences and the complexities involved in changing writing habits.
This acknowledgement then necessitates a curriculum which includes genuine opportunities
and encouragement to acquire a valuable asset. It is suggested that in doing so, the UK higher
education system can move a step further away from its elitist, gatekeeping function and
closer to delivering meaningful qualifications and relevant expertise to those students whose
employment prospects are linked to written communication.