Integrating writing development in curricula: writing intensive project case studies

These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an in...

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Main Author:	Thomson, Carol
Format:	Others
Language:	English
Published:	Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL) 2017
Online Access:	http://hdl.handle.net/10962/59580

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spelling	ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-276282018-02-08T04:06:52ZIntegrating writing development in curricula: writing intensive project case studiesThomson, CarolThese case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL)2017Booktext14 pagespdfhttp://hdl.handle.net/10962/59580vital:27628EnglishRhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL)http://creativecommons.org/licenses/by-nc-sa/4.0/
collection	NDLTD
language	English
format	Others
sources	NDLTD
description	These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.
author	Thomson, Carol
spellingShingle	Thomson, Carol Integrating writing development in curricula: writing intensive project case studies
author_facet	Thomson, Carol
author_sort	Thomson, Carol
title	Integrating writing development in curricula: writing intensive project case studies
title_short	Integrating writing development in curricula: writing intensive project case studies
title_full	Integrating writing development in curricula: writing intensive project case studies
title_fullStr	Integrating writing development in curricula: writing intensive project case studies
title_full_unstemmed	Integrating writing development in curricula: writing intensive project case studies
title_sort	integrating writing development in curricula: writing intensive project case studies
publisher	Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL)
publishDate	2017
url	http://hdl.handle.net/10962/59580
work_keys_str_mv	AT thomsoncarol integratingwritingdevelopmentincurriculawritingintensiveprojectcasestudies
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Integrating writing development in curricula: writing intensive project case studies

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