文章基本信息

标题：A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision
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作者：Sarah Johnson ; Siân Trafford
期刊名称：Journal of Pedagogic Development
印刷版ISSN：2047-3257
电子版ISSN：2047-3265
出版年度：2014
卷号：4
期号：3
语种：English
出版社：University of Bedfordshire
摘要：Academic literacies theory argues that academic writing is currently caught up in unequal power relationships which ‘problematize the student’ (Lea and Street 1998) and thus argues for a change in focus from a ‘skills’ model to the adoption of a more discursive model which values tutor-student and student-student discussion and considers writing and meaning-making within the context of the discipline.