PASSwrite

Contact person info
Name of contact person: 
Frances Williamson
Email of contact person: 
f.williamson@uws.edu.au
Who are your partners?: 
Educational development staff
What is the rationale for this practice?: 
Perceived need by ALL staff
High demand from students
Supports university obligations/initiatives
Language proficiency initiatives
What support exists for this practice? (Institutional or other): 
Teaching/learning management plan
Extra funding support
What restrictions are there on this practice? (Institutional or other): 
Staffing
What are the strengths of this practice?: 

1. Peer-facilitated (students reposnd well to working with other students; cost-effective)
2. Small group, as opposed to 1:1 (less likey to be be seen as remedial, less of a focus on superficial language/editing issues)
3. Discipline-specific (reading and writing embedded in specific context, text and language of each discipline)

What are the weaknesses?: 

1. ensuring students most likely to benefit from program attend, without targetting specific cohorts
2. having students recognise the developmental nature of program and commit to attending regularly

What approaches/theories of language and/or learning underpin this practice?: 

The development of academic literacies through the following means:
1. Collaborative/dialogic - building on social-constructivist notions of writing and the idea of dialogue and interaction (e.g. Lillis, 2006; Bazerman, 2006)
2. Discipline-specific - drawing on best practice models of context-specific acadmic literacies and embedding (e.g. Street, 2003; Lave & Wenger, 1991)
3. Hands-on - drawing on theories of situated learning and situated cognition (e.g. Lave & Wenger, 1991) and the premise the doing of writing ehances learning (Emig, 1977).
4. Peer-facilitated - building on recognised models of peer learning (see Topping, 2005) and Vygotsky's notion of the zone of proximal development (1978)
5. Formative - recognising need for opportunities for low stakes writing and feedback
6. Engaging - recognising that social engagement can help to build educational resilience (Thomas, 2012)

Other publications/products arising from this practice? (Not already included in previous question): 

Paper based resources

ALL Publication