‘Really free!’: Strategic interventions to foster students' academic writing skills

Sandra Abegglen, Sandra Sinfield, Tom Burns


The present paper builds on Elbow’s (1998) idea of ‘free writing’ to explore methods to foster academic writing skills. Rather than focusing on a deficit student in need of ‘fixing’, we embed ‘free writing exercises’ within classroom practice so that all students develop a critical writing habit. The aim of this paper is to explore how we enable students to find an academic ‘voice’ as we support them on the way to becoming successful academic writers. In this context, we argue for academic/study skills modules/strategic interventions that respect ‘hard to reach’ students as we build on their existing strengths and knowledge – and develop their writing skills.

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DOI: http://dx.doi.org/10.21100/jeipc.v3i1.589


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