From one-to-one teaching to curriculum design: Dropping the “re” from “remediation”.

One-to-one consultations with academic skills advisers are widely regarded as a safety net for students needing remediation. In these consultations, however, we learn that many problems are caused by the nature of the courses rather than deficiencies in the students. The culture of enquiry in a B.A. has its own assumptions, purposes, methods and values. At university, the emphasis shifts from learning knowledge to learning how knowledge is made. Students need timely, explicit mediation of this shift, and its implications for their practices of reading, writing, argument and attribution. This paper discusses what one-to-one teaching – illuminated by the literature examining discipline-specific discourses as cultural products -- has taught me about students’ common misunderstandings, and how I have fed these insights back to the teaching staff in my Arts Faculty. By providing discipline teachers with easily-adapted materials, I have been able to introduce a focus on the nature of academic discourse into the curriculum of subjects in a range of disciplines. In this way, every student -- not just the more clue-conscious – participates in explicit discussion of, and practice in, the discourses they must deal with in the B.A.

Publication Source Information
Kate Chanock
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Place of publication; Publisher: 
Budapest: Centre for Academic Writing, Central European University.
Title of Journal, Edited book or Conference and Page numbers: 
Proceedings of the Second Conference of the European Association for the Teaching of Academic Writing
John Harbord
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