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Teaching in Higher Education
Critical Perspectives
Volume 10, 2005 - Issue 1
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Original Articles

‘Asking pompeii questions’: a co-operative approach to Writing in the disciplines

Elizabeth M. Somerville University of Sussex, UKCorrespondence[email protected]
&
Phyllis Creme University College London, UK
Pages 17-28 | Published online: 24 Jan 2007

Citations (15)

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Read on this site (8)

Jane Tapp. (2015) Framing the curriculum for participation: a Bernsteinian perspective on academic literacies. Teaching in Higher Education 20:7, pages 711-722.
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Sue Clegg. (2015) Adventures in meaning making: Teaching in Higher Education 2005–2013. Teaching in Higher Education 20:4, pages 373-387.
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Jane Tapp. (2014) ‘I actually listened, I'm proud of myself.’ The effects of a participatory pedagogy on students' constructions of academic identities. Teaching in Higher Education 19:4, pages 323-335.
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Olivier Buzzi, Susan Grimes & Alistair Rolls. (2012) Writing for the discipline in the discipline?. Teaching in Higher Education 17:4, pages 479-484.
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Ursula Wingate & Christopher Tribble. (2012) The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in Higher Education 37:4, pages 481-495.
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Ursula Wingate. (2010) The impact of formative feedback on the development of academic writing. Assessment & Evaluation in Higher Education 35:5, pages 519-533.
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Jerry Wellington. (2010) More than a matter of cognition: an exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education 15:2, pages 135-150.
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Sue Bloxham & Amanda West. (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education 12:1, pages 77-89.
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Articles from other publishers (7)

David I. Hanauer. (2022) The writing processes underpinning wellbeing: Insight and emotional clarity in poetic autoethnography and freewriting. Frontiers in Communication 7.
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Sweety Law & Amy Baer. (2017) Using technology and structured peer reviews to enhance students’ writing. Active Learning in Higher Education 21:1, pages 23-38.
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Maria Pia Gomez-Laich, Ryan T. Miller & Silvia Pessoa. (2019) Scaffolding analytical argumentative writing in a design class: A corpus analysis of student writing. Linguistics and Education 51, pages 20-30.
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Rebecca Westrup. 2016. Generation Z. Generation Z 145 157 .
Kerrin Riewerts. 2016. Wissenschaftliches Schreiben in Natur- und Technikwissenschaften. Wissenschaftliches Schreiben in Natur- und Technikwissenschaften 109 120 .
Ursula WingateNick AndonAlessia Cogo. (2011) Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education 12:1, pages 69-81.
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Peter Samuels & Mary Deane. 2011. Writing in the Disciplines. Writing in the Disciplines 140 154 .

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