ABSTRACT

This chapter describes the study in a wider landscape of existing research and debate in relation to the teaching and learning of and through writing in higher education. In the UK at least one factor may be the foundation, in part, of higher education research on a critique of teacher-centred pedagogies and ways of thinking. The writing that undergraduates do for Diane varies hugely according to their module choices, ranging from highly scientific genres to those more linked to vocational practice like Sports Coaching. A prevailing discourse of student writing as deficit normalises this example from Diane and the many other similar texts, exchanges and encounters around writing development provision which take place in university settings. Much higher education teaching and learning research rests on the premise that teacher actions and choices are key – and that responsibility for change resides in them as individuals.