Towards successful participation in academic writing: What can we learn from assessment (original) (raw)

2013

Abstract

The main aim of this short introductory article is to provide a context for the three articles that follow. It begins with a brief review of literature pertinent to student success or failure in the academy and then moves to a description of the background of a research project, which investigated the cognitive and academic literacy demands of formative and summative assessment tasks for first-year students in the Bachelor of Education (Bed) programme of the School of Education at the University of the Witwatersrand (WSoE).

Yael Shalem hasn't uploaded this paper.

Let Yael know you want this paper to be uploaded.

Ask for this paper to be uploaded.