• Publications
  • Influence
Comments on Essays: Do students understand what tutors write?
This paper looks at the problem of students misunderstanding what tutors write on their essays. Students often consult academic skills units for help with interpreting markers' comments and this
What academic language and learning advisers bring to the scholarship of teaching and learning: problems and possibilities for dialogue with the disciplines
Higher education policy is seeking, in the interest of ‘quality assurance’, to reward teaching and the scholarship of teaching and learning (SoTL). Academic language and learning (ALL) advisers, who
The right to reticence
This article examines Anglo-western assumptions about the role of individual views and voices in constructing knowledge, and how these assumptions can disadvantage students from ‘Confucian-heritage’
When students reference plagiarised material – what can we learn (and what can we do) about their understanding of attribution?
Although some students probably intend to plagiarise, others do it unintentionally; yet, as McGowan observes,"unwitting plagiarism" has been "largely neglected in the literature" (2005). In this
Valuing individual consultations as input into other modes of teaching
While Academic Language and Learning (ALL) advisers evaluate our work in a variety of ways, an emphasis on quantifying outcomes may mean that the value of individual teaching is seriously
Collaborating to Embed Academic Literacies and Personal Support in First Year Discipline Subjects.
This article discusses a Design for Learning project in the Faculty of Humanities and Social Sciences, where academic and personal support for students was interwoven in their first semester. Staff
A historical literature review of Australian publications in the field of Academic Language and Learning in the 1980s: Themes, schemes, and schisms: Part One
In Australia, language and academic skills advisers have been responsible for designing and delivering programs to develop tertiary students’ academic writing since the early 1980s. Thirty years on,
How do we not communicate about dyslexia? – The discourses that distance scientists, disabilities staff, ALL advisers, students, and lecturers from one another
While the number of students identified as dyslexic has risen dramatically in the last twenty years, dyslexia has become a grey area traversed by very disparate discourses – medical,
Teaching subject literacies through blended learning: Reflections on a collaboration between academic learning staff and teachers in the disciplines
The challenges for ALL staff are to get entree into discipline subjects; to familiarise ourselves sufficiently with the focus, scope, structure and approach of each subject to which they contribute; and to ensure that this approach complements, rather than replaces, other valuable modes of teaching.
Towards inclusive teaching and learning in the humanities : Alternatives to writing.
A movement towards inclusiveness in higher education has been gaining momentum, driven by concerns for a number of groups that experience difficulties with traditional methods of teaching. The push