Education Publications
Document Type
Article
Publication Date
12-4-2017
Journal
The Canadian Journal for the Scholarship of Teaching and Learning
Volume
8
Issue
3
First Page
1
Last Page
16
URL with Digital Object Identifier
https://doi.org/10.5206/cjsotl-rcacea.2017.3.14
Abstract
Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master’s level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit academic writing pedagogies, students and instructors sometimes turned to simplistic advice received at school. The paper also discusses pedagogical challenges associated with the teaching of disciplinary writing genres in multi-perspectival fields such as Curriculum Studies.