THE REGULATION OF AUTHORING
In the previous chapter I argued that there is a dominant pedagogic practice within HE which works against student-writers’ learning of essayist literacy conventions. This dominant practice of mystery works towards excluding them from the project of higher education as currently conﬁgured. Exclusion at another level also occurs: that of excluding certain ways of meaning. For although the conventions of essayist literacy surrounding student academic writing remain implicit, they are in operation, and work towards regulating meaning making in speciﬁc ways.