|Title||Academic literacy practices and widening participation: first year undergraduates on an academic writing programme|
|Authors||Preece, S. and Godfrey, J.|
In this article, we will argue that expertise in academic literacy practices is crucial to student success in higher education and that these practices are fundamental for 'graduateness' and the creation and communication of knowledge. Focusing on academic literacy as the major modus operandi of the academy, we report on some of the findings of a research project on an academic writing programme. This research look at the profiles of new undergraduates who were assessed on entry to university as needing to take an academic writing module. Within the context of widening participation and first-year undergraduate retention, we discuss some of the findings concerning ethnicity, entry qualifications and social class. We argue that British HEIs need to examine much more closely the academic literacy experiences and expertise of new undergraduates and consider a more explicit and dynamic approach to the teaching of academic literacy practices if they are serious about enabling students from a diverse range of backgrounds to realise fully they academic potential.
|Keywords||academic literacy practices, higher education, undergraduates, academic writing, widening participation, ethnicity, entry qualifications, social class, English language pedagogy|
|Journal||Widening Participation and Lifelong Learning|
|Journal citation||6 (1), pp. 6-14|