Rationale and Purpose of the Module:

This module recognises the centrality of writing in higher education and the importance of writing as a means of learning. Writing fosters metacognitive thinking about writing leading to the development of transferable generic and complex-thinking skills for students in all disciplines, which in turn generates better writers in both academic and professional settings. Better writers, critical thinkers and researchers are better equipped to sustain the knowledge economy. In this context, the module responds to the UniversityÆs ongoing need to create better writers in all disciplines. Peer-tutoring is a step towards providing a coordinated and systematic approach to writing development that is sustainable and cost effective as it will produce a cohort of fully trained, confident graduate and postgraduate student-tutors from a wide variety of disciplines.

Syllabus:

Students will develop an awareness and command of the metalanguage to discuss their own writing process. This will be developed through reflecting on existing and past writing assignments. Through small group discussion and writing-focused workshops, students will be engaged in activities to develop themselves as writers and writing tutors, including critical and reflective evaluation of their own writing; familiarity with the conventions honoured and the criteria used by other disciplines for the evaluation of writing therein; development of tutoring strategies; observations of experienced peer-tutors; engagement in regular peer-tutoring activity; managing diverse tutoring situations; and professional development. Students will read, write and talk about argumentation, arrangement of ideas, coherence, discipline-specific style conventions and values, grammar, and ethical concerns.

Learning Outcomes:

Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)

On successful completion of this module, students should be able to:

• develop an awareness and command of the metalanguage to discuss their own writing process;
• identify the cognitive, metacognitive, affective and social strategies used by good writers and use these strategies to negotiate the writing process effectively;
• develop an effective academic writing strategy;
• develop an appreciation for the differing discipline-specific styles and conventions of academic writing;
• demonstrate effective peer-tutoring techniques in writing;
• manage diverse peer-tutoring situations.

Affective (Attitudes and Values)

On successful completion of this module, students should be able to:

• demonstrate an awareness of the ethics of tutoring and academic integrity;
• participate in peer partnerships and work collaboratively to support one another.

How the Module will be Taught and what will be the Learning Experiences of the Students:

Through small-group discussion and writing-focused workshops, students will be engaged in activities to develop themselves as writers and writing tutors, including critical and reflective evaluation of their own writing, development of tutoring strategies, observations of experienced peer-tutors, engagement in regular peer-tutoring activity, managing diverse tutoring situations, and professional development.

How to Register:

1. Go to Student Academic Administration and get an Additional Module Registration Form.
2. Fill out the necessary information.
3. Get the form signed by Lawrence Cleary, your academic advisor, and the head of your department.
4. Drop the form back to Student Academic Administration before Friday of week one. You are still free to attend the first lecture on Tuesday if you have not returned the form by then! Lawrence will be lecturing, so he will be able to sign it then.