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Bridging the gap between staff expectations and student interpretations of academic writing: the case of Scribende

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>2004
<mark>Journal</mark>Belgian Journal of English Language and Literatures
Volume2
Number of pages7
Pages (from-to)329-335
StatePublished
Original languageEnglish

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.