Exploring barriers and solutions to academic writing : perspectives for student, higher education and further education tutors

Itua, I; Coffey, M; Merryweather, D; Norton, L; Foxcroft, A

Abstract

Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in a university and a nearby further education college in the north west of England to explore barriers and solutions to AW difficulties. This paper reports the findings generated using unmoderated focus groups with second-year university health studies students (n=70) and moderated focus groups with further education college teachers (n=3) and health studies lecturers in a university (n=6).

Findings indicated that staff and students’ perceptions of what constitutes AW differed. The barriers to academic writing that were identified included lack of time and confidence; lack of extended writing at FE level; lack of reading and understanding of academic texts or journals; referencing; and academic jargon.

Citation

Itua, I., Coffey, M., Merryweather, D., Norton, L., & Foxcroft, A. (2012). Exploring barriers and solutions to academic writing : perspectives for student, higher education and further education tutors. Journal of Further and Higher Education, 38(3), 305-326. https://doi.org/10.1080/0309877X.2012.726966

• Journal Article Type: Article
• Publication Date: Nov 12, 2012
• Deposit Date: Feb 22, 2016
• Journal: Journal of Further and Higher Education
• Print ISSN: 0309-877X
• Electronic ISSN: 1469-9486
• Publisher: Routledge
• Volume: 38
• Issue: 3
• Pages: 305-326
• DOI: https://doi.org/10.1080/0309877X.2012.726966
• Publisher URL: http://dx.doi.org/10.1080/0309877X.2012.726966
• Related Public URLs: http://www.tandfonline.com/loi/cjfh20#.VssGB63cvcs
• Additional Information: Funders : Liverpool Hope University