Learning Development

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What are academics looking for in students
written work? Are there generic qualities and
functions in academic writing? John Hilsdon, June
2007
Learning Development
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A different kettle of fish
Writing for Assignments E-library
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Early articulation of project aims (2002)

• To help new or progressing students in HE
  develop awareness of
• different styles of assignment
• examples of authentic writing for various
  disciplines and purposes
• writing different levels/ stages in HE

• Using examples of texts achieving key functions
• define
• explain
• discuss

• demonstrate
• analyse
• argue

• critique
• evaluate
• synthesise

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WrAssE themes

• Academic literacies Cracking codes
  unpacking purposes
• Functions and qualities of writing at
  university
• Working with academics and students to explore
  the development of writing
• A learning resource and repository of texts for
  further development and research

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• A Functional Approach
• research conducted locally and elsewhere (Hilsdon
  1999) suggests that a key issue for staff is that
  they want students to do certain things to
  fulfil certain functions - in written
  assignments. They are also concerned with certain
  qualities of writing.
• some of those functions and qualities seem to be
  generic they are broadly similar across
  disciplines
• a desire to see a framework of top-level
  functions in a piece of writing can be identified
  among academics

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This diagram represents the three top level or
metafunctions which our study to date suggest
are required in fulfilling assignment tasks. The
arrows imply increasing levels of complexity
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In discussion with academics we have identified
the following examples of functions of
communication and/ or qualities of writing
within the three meta levels. This list is
under discussion
Conclude Critique Reflect on Evaluate
Interpret Refute Criticise Problematise
Synthesise Discuss Question
Triangulate Generalise Illustrate Argue
Explain Evidence Analyse Support Compare
Contrast Link


Introduce Report Describe Narrate
Contextualise Outline Categorise Summarise
Define Signpost
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Qualities of academic writing

• Structure Introduce, bring forward information
  for initial consideration provide signposting at
  the start of a piece of writing
• Authority Authorise, claim legitimacy for a
  piece of writing, usually based on personal
  identity, experience, position or expertise
  (rather than e.g. evidence) give evidence put
  forward information to support argument(s), e.g.
  examples, quotations, references, data Exemplify
  - give an instance in support of a general type
  or rule
• Voice (style) Clarity, use clearest and
  simplest expressions possible to express ideas
  use punctuation correctly as appropriate for the
  relevant academic style Sentences and
  paragraphs use appropriate sentence lengths for
  the relevant academic style ensure fluency
  split paragraphs appropriately technical terms
  appropriately academic mode of expression and
  phrasing

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Aims of the WrAssE Project work with academic
staff and students to

• 1. collect examples of effective university
  writing by students from a range of disciplines
  and levels
• 2. generate tutor comment and feedback on the
  examples, to focus on how they are effective
• 3. use the examples and comment to test a
  prototype framework of functions and qualities
  of writing
• develop online learning materials and activities
  for improving academic writing based on the
  example texts
• 5. further explore the purposes and structure of
  academic writing and its relationship to learning
  within disciplines

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WrAssE template functions

• FD
• Function describe. A comment on the
  effectiveness of the writing as a piece of
  description
• FA
• Function analyse. A comment on the effectiveness
  of the writing as a piece of analysis
• FE
• Function evaluate. A comment on the
  effectiveness of the writing as a piece of
  evaluation

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WrAssE template qualities

• QS
• Quality structure. A comment on the
  effectiveness of the writing because of the way
  it is structured
• QA
• Quality authority. A comment on the
  effectiveness of the writing because of the way
  it is referenced, evidenced or given authority
  and credibility
• QV
• Quality voice (or style) A comment on the
  effectiveness of the writing because of the way
  language is used

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WrAssE template

• O Other another type of comment
• G General overview of text

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Student text example 1Subject Education Level
u/g 3

• There are three main aspects of literacy
  reading, writing and speaking-listening, all of
  which are closely interrelated. The QCA (2005,
  p.2) believe There is nothing more important in
  education than teaching our childrento read,
  write and speak well.

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Tutor comment example 1

• comment type QS / FD / QA
• comment text
• This is a good opening sentence because it
  defines the key concept, signposts what is to
  come and uses a relevant quotation, accurately
  cited, from an important source which gives the
  opening authority.

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Student text example 2Subject
Physiotherapy Level u/g 2

• 1Affecting the central nervous system (CNS),
  multiple sclerosis (MS) is an autoimmune disease
  in which neurons within the CNS become
  demyelinated (Multiple Sclerosis Society, 2006)
  1. 2Compromised neural functioning leads to
  both motor and sensory disturbances which can
  present symptoms in isolation or together, at
  varying intensities, for varying durations and
  with varying outcomes (Multiple Sclerosis
  Society, 2006) 2. 3From bladder to balance,
  speech to strength, and coordination to
  cognition, both somatic and autonomic systems can
  be affected. To ascertain a typical presentation
  of a condition whose pathology lies within a
  system which contains one hundred billion
  neurones, each with ten thousand synapses, is
  somewhat difficult. However, muscular weakness
  and fatigue are two of the most common sequelae
  of MS (Lambert et al, 2001) 3.

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Tutor comment example 2

• Comment 1 FD
• The introduction starts with a definition of
  multiple sclerosis. This is good practice to
  introduce a topic/ begin an essay.
• Comment type 2 FD
• This sentence introduces the reader to the
  complex variability in the relationship between
  symptoms and outcomes in Multiple Sclerosis.
• Comment 3 QS
• This is a very well put together sentence.
  Repetition of the structure from bladder to
  bowel, speech to strength is used to clearly
  summarise the complex variations in presentation
  evident in Multiple Sclerosis. This allows fluent
  and easy reading

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Student text example 3Subject Psychology Level
u/g 1

• 6These results could be further tested for
  statistical significance and further
  investigation could be used to determine if there
  is a link between explicit behaviour and implicit
  associations, as in the McConnell study.6.
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• 7Whether or not the IAT shows actual prejudice
  is based on the acceptance of leaping
  assumptions. The faster someone reacts when
  relating age and negativity may not show that
  they are prejudiced. They may just have a
  stronger schema as they have had more contact
  with negative old concepts from the world around
  them, i.e. the media.7. 

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Tutor comment example 3

• Comment 6 FA
• As this is a mini-report no statistical
  analysis is required, but it is good to mention
  that the results should also be examined in this
  way.
• Comment 7 FE
• This is an excellent evaluative paragraph. The
  writer has considered other possible explanations
  which may also explain the pattern of results.

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Academic participants general comments 1

• Working on WrAssE has certainly helped me to
  focus again on the type and quality of feedback I
  give and to consider how I can improve its
  developmental attributes.
• I have enjoyed working on the project and
  continue to do so, although time is an issue. I
  share your view that the project has great value
  and would like to see the development of this
  resource continue.
• Unpacking always invites further complication, I
  fear

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Academic participants general comments 2

• I have certainly found that my practice has
  changed since I have been involved in the
  project. I think that the way that I mark has
  changed and that I now have a better balance of
  content and style and structure. This means that
  I also feel better able to give students much
  more constructive feedback particularly in the
  structure and style of their writing. I am also
  finding that I am much more proactive as opposed
  to reactive in my approach to managing issues
  with writing.

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Academic participants general comments 3

• Working on this project has improved my
  understanding of how I can do a better job on
  assessing and giving feedback on student
  writings. The knowledge and understanding I have
  gained through the WrAssE project is going to
  help me improve how I give feedback more
  effectively. Ill be strongly recommending my
  students on various modules to use the samples in
  WrAssE database and I hope to provide more
  formative feedback to all students.

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Academic participants general comments 4

• I have also found this project extremely useful
  in helping to define ... what makes a good answer
  a good answer! This project has also helped me to
  clarify model answers more clearly to my own
  students
• In reference to ... (the) Describe-Analyse-Evaluat
  e stages, I think that the directions in the ...
  analysis exercises I set for first years can be
  mapped onto that scheme. This is quite
  unintentional on my part, but nonetheless
  reassuring!

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Academic participants general comments 5

• ... the importance that I place on aspects of
  critical rhetoric. I wasn't fully aware
  previously of the extent to which certain formal
  and/or stylistic moves in the essay are crucial
  (and I have noted these in annotations). Matters
  of knowledge and organization are vital - but we
  are all aware of this all the time. What marks a
  good or an excellent piece of critical writing in
  my discipline is the ability to guide the reader
  sympathetically through an argument or a pattern
  of thought ...

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Student participants general comments 1

• This resource will give a style of feedback that
  tutors would normally never have time to give.
  Tutors seem to have different approaches - your
  comments are always particularly insightful and
  detailed, but I've also had essays back which,
  despite having achieved the magical 70, left me
  in some doubt as to why, or what might have
  earned an extra 5.  This database is exactly
  what's needed, I think. It'll also help to remove
  a not uncommon perception (which I share, to some
  extent!) that critical writing is something of a
  black art. I think this will help remove some of
  the mystery, and will make the assessment process
  more transparent.

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Student participants general comments 2

• I think it's immensely valuable, and an
  imaginative use of technology. I can certainly
  confirm that many students in my year have a
  great interest in understanding what constitutes
  good critical writing, and some of us have found
  it useful to swap essays after they've been
  marked.
• Being shown an example is really helpful you
  wouldnt be expected to just know how to do the
  job in any other professional capacity.
• So, thanks for helping to set up what I'm sure
  will be a truly valuable resource.  

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Reflections from project research development
team 1

• On correcting students language some texts
  submitted have mistakes or miscues in grammar and
  punctuation which we dont want to reproduce in
  the WrAssE online learning resource. This is
  especially true of students for whom English is
  not a first language.
• As far as possible, however, we will leave
  student texts unaltered - a key feature of the
  resource is the authenticity of the student
  writing. We therefore use our professional
  judgement to decide when to correct texts ...
  One criterion is where communication is seriously
  impeded by the error. Should presenting a bad
  example to users of the resource also be a
  criterion?

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Reflections from project research development
team 2
Well probably undertake considerable further
analysis and annotation of student texts
ourselves - and will need to edit the material
for use in the online resource but for the
repository it is vital to leave texts unaltered
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Reflections from project research development
team 3

• It is fascinating to see the spread of comments
  by academics about the students writing in
  relation to the components of our functions and
  qualities model. But we want to avoid leading
  - the comments should not be driven by the model
  otherwise wont we undermine its research
  validity?

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Reflections from project research development
team 3

• By providing academics with the WrAssE framework
  at the outset, we are aware that we may influence
  their annotations of student work.
• We counter this by offering a preparatory
  workshop for staff. The framework is discussed,
  we then make it clear that our research interest
  is not in proving or disproving the validity of
  the model, but in generating qualitative feedback
  about its perceived usefulness in informing
  comment about students writing

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Reflections from project research development
team 4

• We have also made it clear to staff participants
  that we are interested in their reflections over
  time about the extent to which the model
  represents their own views about desirable
  functions and qualities in academic writing both
  prior to, and as a result of their involvement
  with the project.

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Reflections from project research development
team 5

• How useful will examples and comments be to
  students from completely different disciplines?
• We may conclude, as part of our meta-analysis
  of the project, that there is a
  discipline-specific (or discipline-inflected)
  style of conversation between students and
  tutors about their work, and that this may be an
  important aspect of the relationship (tutor X is
  both modelling and confirming the student's style
  of being-a-student-of-literature).

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Summary moving on with WrAssE
(2006/7 - Working with 20 UoP academics
collecting and annotating example texts from
twelve subject areas. Good balance of science,
social science and humanities disciplines
represented) 2007/8 Development activities Using
the texts and comments to build pilot online
learning resource. Informing staff practice in
writing clear assignment guidelines Research
activities Interviewing and analysing views of
participant academics about usefulness of the
WrAssE framework seeking ways to refine and
improve the model.
Contact j.hilsdon_at_plymouth.ac.uk
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