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Academic writing Instruction for Creole-Influenced Students
The book, Academic Writing Instruction for Creole-Influenced Students, provides an in-depth-survey of writing instruction offered to Creole-influenced Jamaican students – students who are influenced by Jamaica’s Creole language, but who are not all Creole-speaking – on the Mona campus of The University of the West Indies (UWI). In the more than six--decade history of this premier institution of higher learning in the Anglophone Caribbean, there have been shifts from no provision of explicit writing instruction through to provision of general writing courses, to attempts to teach writing across the curriculum and writing based on Faculties, in tandem with the institution’s commendable efforts to shift from selecting and training a few applicants, to fostering the development of many of the Caribbean region’s human resources.
In the various decades, university students’ writing and academic writing instruction and courses have attracted criticism, leading to alarmist discourse in the media and in academe. Informing this discourse are myths about writing, such as that asserting that problems in student writing in the university will disappear if, or when, better teaching is done at lower educational levels. Drawing on analysis of archival materials and data gathered from questionnaires and interviews with past and current writing specialists, and on comparison/contrast analysis of Jamaican and US and UK teaching and scholarship in writing and literacy,
While the work focuses on the teaching (or lack thereof) of academic writing, it also provides insight into curricular history, programme history, institutional history and political history.
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Recognising Outstanding Researchers 2016