As part of an ESRC funded project entitled ‘An investigation of genres of assessed writing in British Higher Education’ we have been conducting semistructured interviews with academic staff responsible for course planning and assessment at undergraduate level, to discover views on the types of assignments students are required to write, perceptions of the differences between assignment types, and the qualities valued in student writing at various levels.
|Title of host publication||Language, Culture and Identity in Applied Linguistics|
|Editors||R. Kiely, G. Clibbon, P. Rea-Dickins, H. Woodfield|
|Place of Publication||Sheffield|
|Publication status||Published - 2006|
Bibliographical noteThe full text of this item is not available from the repository.
- academic disciplines
- disciplinary culture
- academic writing
Nesi, H., & Gardner, S. (2006). Variation in disciplinary culture: university tutors’ views on assessed writing tasks. In R. Kiely, G. Clibbon, P. Rea-Dickins, & H. Woodfield (Eds.), Language, Culture and Identity in Applied Linguistics (pp. 99-117). Sheffield: Equinox.