How do we play the genre game in preparing students at the advanced undergraduate level for research writing?
Year: 2011
Type: article
Abstract: The study described in this article sets out to understand the barriers and affordances to successful completion of the short research thesis required in many advanced undergraduate courses or Honours programmes. In the study, the genre features of students' research projects and the criteria used to assess them were analysed and both students and supervisors were interviewed. The article focuses on one particular student from the case study and the findings provide in-depth insights into the complexities of genre acquisition in one particular department at a South African university, where writing and knowledge of the genre are often not taught, but must be acquired through a form of apprenticeship. The article concludes by raising some questions about how research genres can best be mediated in developmental contexts, where the teaching of writing may not be valued.
Source: Teaching in Higher Education
Author: Moragh Paxton
Institution: University of Cape Town
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2017732318