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Cracking the code of academic literacy: An ideological task
‘Cracking the code’ (Ballard and Clanchy, 1988) of academic literacy, be it for the purposes of a first-year essay or for a presentation at a seminar for fellow academics (such as this one), is anExpand
Academic literacy and the decontextualised learner
The literacy practices that are valued in the university emerge from specific disciplinary histories yet students are often expected to master these as if they were common sense and natural. ThisExpand
THE INTERSECTION BETWEEN ACADEMIC LITERACIES AND STUDENT IDENTITIES
Difficulties students experience in attaining the required discipline-specific academic literacy practices were frequently described by the lecturers interviewed in this study as arising from lowExpand
Changing discourses of academic development at a South African technikon 1991 to 2002
This article considers the discourses used by students, mainstream lecturers and academic development lecturers in their evaluations of language interventions at Technikon Natal from 1991 to 2002.Expand
A writer–respondent intervention as a means of developing academic literacy
This paper discusses the implementation of a project in which a writer–respondent intervention was used to develop the academic literacy practices of students. Writer–respondent projects are based onExpand
Paradigms of curriculum design : implications for South African educators
This paper provides an overview of the four major research paradigms and suggests that they provide useful ways of looking at curriculum design. It proposes that worldviews can be roughly delineatedExpand
Analysing an audit cycle: a critical realist account
This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the firstExpand
Developing academic literacies through understanding the nature of disciplinary knowledge
Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, andExpand
Lecturers' discourses about the interplay between language and learning : research in higher education
A discourse-analysis of what lecturers say about student learning is used to discuss some of their dominant understandings of this process. In this article, the two discourses that are discussedExpand
Assessment rubrics as a means of making academic expectations explicit
Students, particularly those at first year level, are often unaware of what assessment practices are valued in higher education. Assessment rubrics are one means by which lecturers can make clear toExpand
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