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008			241114b |||||||| |||| 00| 0 eng d
022			_a1469-7874
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB2300 ACT
100	1		_aHunter, Kerry _eauthor
245	1	0	_aMaking disciplinary writing and thinking practices an integral part of academic content teaching _cKerry Hunter and Harry Tse
264	1		_aThousand Oaks: _bSage, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aActive learning in higher education _vVolume 14, number 3,
520	3		_aEducators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and tutor perception of its effect. Data collected included surveys, interviews and focus groups. The data showed that the programme generated student engagement with the processes of knowledge construction and reflected better thinking in the subject. This was evidenced by effective utilisation of feedback and improved grades in written assignments. The findings suggest that similar programmes are of value potentially to any discipline.
650			_aAcademic literacies _vAcademic writing _xConstruction of disciplinary knowledge
700			_aTse, Harry _eco-author
856			_uhttps://doi.org/10.1177/1469787413498037
942			_2lcc _cJA
999			_c168236 _d168236