Write-on

Centre for learning and teaching, University of BrightonWrite-onOn-line Support for Academic Writing: a Synthesis of Research and Current UK Projects

By Jennifer Jones

November 2009

Funded by The Higher Education Academy

Table of Contents

Executive Summary4 Introduction 7

Methodology8 Part 19Background: Changes in Perceptions and Definitions of Academic Writing9Ways in which On-line Technologies Facilitate Academic Writing through Creativity and 10 Collaboration

On-lineWriting Communities for Flexible Learning12

Part 213

US University On-line Writing Centres: Models for Academic Writing Support13

Part 315

UK On-line Support for Academic Writing: Emerging Practice15

The Open University: the EWrite Site and COWS16

Write Now CETL and London Metropolitan University Writing Centre17

AWESOME: Academic Writing Empowered by Socially Mediated On-line Environments19

COWL: University of Coventry On-line Writing Lab21

Learn Higher Academic Writing Website and WAC: Nottingham Trent University22

Developing Collaborative Academic Writing Communities and a Collaborative23Writers Toolbox

Thinking Writing: Queen Mary University, London23

University of Brighton: Writing for Academic Publication and community@brighton24

Part 426

Discussion of Key Findings26

Recommendations for Practice across the HE Sector28

Conclusion30

Bibliography and References31

Appendix: Glossary of Technological Terms37

Executive Summary

Since UK universities began to address the government agenda for widening participation in the 1990s, there has been a rapid growth in students from diverse backgrounds across the HE sector. Such increased diversity has also brought a wide variety in students abilities and needs for support, in traditional academic writing. There is now a vital requirement for UK universities to provide differentiated writing support for students and staff on an extensive scale. The recent expansion of computer and Internet technologies, including Web 2.0, provides universities with opportunities to better address these challenges. Previous research, and US on-line writing centres (OWLs), provide examples which demonstrate the effectiveness of on-line support for academic writing in higher education. UK universities are now investing time and resources into developing innovative on-line facilities and projects to support students and staff in this context. The earlier research and current UK projects have created an opportunity to collate and summarise valuable information in relation to on-line support for academic writing which may be used to inform good practice and future research in this field across the UK HE sector.

In order to inform this Synthesis, an extensive search and review of literature was conducted, which focuses on the theories underpinning on-line support for academic writing, and on examples of US on-line writing centres (OWLs). This was followed by a review of current UK on-line writing development projects, accompanied by some evaluation. The projects and any accompanying research were then explored and considered. Finally, some general conclusions have been drawn, which identify recommendations for good practice in relation to on-line support for academic writing across the HE sector and questions which may still be addressed by further research.

Previous research into academic writing support suggests that the Internet and Web 2.0 technologies are appropriate tools for facilitating writing development in higher education. Within this context, asynchronous support (time delayed feedback and communication) and synchronous support (real time on-line tutorials) can effectively combine the 3 traditional writing support models (Skills, Literacies and Socialisation). Synchronous and asynchronous support can promote collaboration and creativity in writing development; which in turn may enhance a writers originality, critical analysis skills and ability to debate. In addition, on-line tutorials, and collaborative on-line writing practices, such as blogging, conferencing and dialoguing through annotated commentary accompanying written work can also help counteract a writers isolation, building confidence and engagement.

The emerging UK writing support projects described in this Synthesis are often on-line writing centres, or else websites that offer either or both asynchronous and synchronous writing support in the ways described above. Projects in varied stages of completion focus on the needs of different student and staff groups within disciplines, and across institutions. Evaluation accompanying the projects commonly confirms theories proposed by previous research in relation to ways in which Internet technologies support academic writing of staff and students. Evaluations of these recent projects have also identified additional findings, which help to inform the following recommendations for good practice in on-line support for academic writing across the UK higher education sector:

1. Proposed on-line support for academic writing should be based on a student and staff needs analysis.

2. Asynchronous support, such as provision of feedback on written drafts, and communication about writing among peers, can be enabled by email and Web 2.0 technologies. Such support addresses needs for flexibility, permitting time for reflective and critical thought, and discussion about writing.

3. Synchronous on-line tutoring, e.g. by Skype or Live Chat, may be provided by staff tutors or student mentors. Both methods appear to be valuable and effective, as long as support is friendly and non-threatening. However, student mentors may be able to empathise better with student mentees in this context. Good working relationships may then arise between mentors and mentees, and this can also help build a developing writers confidence.

4. On-line support in writing should be tailored to different academic disciplinary contexts.

5. Emails accompanied by annotated drafts (through Track Changes) and written communication enabled by Web 2.0 technologies (including blogging, wikis, and written conferencing) can encourage a less formal dialogue in writing. In addition to increasing confidence and engagement in writing, this can enhance the writers ability to think critically and debate as a preparation for more formal writing.

6. Websites and web pages which are the interfaces of on-line academic writing support should be trialled, evaluated and redeveloped if necessary. Technology and pedagogy should be combined to ensure accessibility, engagement, privacy and navigability.

7. Developing effective on-line academic writing support may be a long term investment of time, funding, collaboration and commitment among a variety of institutional stakeholders.

8. On-line academic writing support can enhance but not replace face to face support, providing greater capacity and flexibility.

This Synthesis provides evidence that the current UK on-line writing support projects are beneficial for staff and students. Perceived benefits include the writers development of:

Informal writing skills

Critical thinking

Reflectivity about writing

Debating and discussion skills

Originality and voice

Confidence

Moral support

Engagement

Enhanced formal academic writing

However, many of the projects which are described in this review still rely upon additional funding, the future of which depends upon recognition that they are really effective in positively affecting student engagement, achievement and retention. There are still questions in relation to these factors which remain partially unaddressed across the UK HE sector, and which may therefore form the bases for future research:

1. What are the effects of on-line support for academic writing on student scores, and completion rates?

2. Does on-line writing support really produce a difference in the standard of students and staff academic writing which is evident across the sector?

3. To what extent do newer and more informal writing genres, such as dialoguing about feedback with critical friends through Track Changes, blogging, and asynchronous computer conferencing, affect success in academic writing?

4. Will academic writing be redefined by these new written genres?

5. What is the scale of reticence among students and staff to engage in support offered by Web 2.0 technologies, such as blogging, within HE contexts?

Write-On

Introduction: On-line Support for Academic Writing: Emergence and Need

Good written communication has always been a prerequisite for successful study and professional development of students and academics. But the Internet and related advances in software innovation, such as Web 2.0 technologies, now enable universities to support academic writing in a flexible manner on an unprecedented scale. For instance, drafts can be sent as email attachments and feedback can be received from tutors or peers. This can be facilitated by annotation tools such as Track Changes, which act as a channel for giving and receiving detailed constructive advice. Availability of journals on the Internet provides academic staff and students with easy access to examples of writing in their field; and Endnote may be used as a time saving tool for adding references to assignments or articles. These practices are now becoming commonplace to support writing development. In addition wikis, blogs, chat rooms and other on-line methods for enabling written communication are also increasingly adopted within different university cou