Synopses & Reviews
Student writing has long been viewed as a problem in higher education in the UK, and assessment and feedback have remained high on the agenda as a result of stubbornly poor sector performance. This book tackles these issues from a new angle, exploring the experiences of academic teachers as they set, support, read, respond to and assess undergraduates written assignments. Based on ethnographic research, from Sports Science to History, working practices around student writing are examined from the "inside." Drawing on interviews, observations, audio recordings and texts, this approach enables work with student writers to be understood in the context of mass marketised higher education.