Van de Poel, Kris and Brunfaut, Tineke (2004) Bridging the gap between staff expectations and student interpretations of academic writing:the case of Scribende. Belgian Journal of English Language and Literatures, 2. pp. 329-335.
Full text not available from this repository.Abstract
Scribende is an online and autonomous remedial training programme for academic writing consisting of a diagnostic entry test, an awareness raising module and language-specific skills training for literature and linguistics students in Dutch, English and German at the University of Antwerp. It starts from the assumption that writing is not a technical nor a holistic endeavour per se. The learning process is mainly individualised and learner-centred, and can gain from community writing activities. The theoretical approach is reflective and the skills training task-based problem-solving. In order to bridge the communication gap between academic staff and students the Scribende-approach as a whole is a symbiosis between the technicist approach, the academic socialisation approach and the academic literacies approach (Lea & Street 1998). In this article, the Scribende approach is analysed within the framework of Lea and Street’s three perspectives on academic writing.
| Item Type: | Article |
|---|---|
| Journal or Publication Title: | Belgian Journal of English Language and Literatures |
| Subjects: | UNSPECIFIED |
| Departments: | Faculty of Arts & Social Sciences > Linguistics & English Language |
| ID Code: | 50192 |
| Deposited By: | ep_importer_pure |
| Deposited On: | 29 Sep 2011 16:04 |
| Refereed?: | Yes |
| Published?: | Published |
| Last Modified: | 26 Jul 2012 19:37 |
| Identification Number: | |
| URI: | http://eprints.lancs.ac.uk/id/eprint/50192 |
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