Department of Education Policy Studies

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https://scholar.sun.ac.za/handle/10019.1/86

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Browsing Department of Education Policy Studies by Subject "Academic writing -- Study and teaching"

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    Debating thesis supervision : perspectives from a university education department
    (SUN MeDIA, 2012) Fataar, Aslam
    INTRODUCTION: The Department of Education Policy Studies decided to produce this occasional publication on the topic of thesis supervision as a way of bringing our academic labour in this hitherto ‘invisible’ area into academic view. This is in contrast to the plethora of awareness, debate and published work on the quality of teaching and learning and research production. Thesis supervision commonly takes place in one-on-one consultation arrangements between academics as supervisors and postgraduate students behind the proverbial closed door. Its pedagogical and intellectual entailments remain largely invisible and conceptually under-explored. There is very little systematic scholarly focus or conceptual consideration of this important dimension of academic work, and departments do not seem to engage in conversation and systematic approaches that address their productivity in this area.
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    Writing centres as dialogic spaces : negotiating conflicting discourses around citation and plagiarism
    (University of Stellenbosch, Department of General Linguistics, 2019) Moxley, Karis; Archer, Arlene
    Citation is fundamental in successfully constructing academic discourse. There has been much discussion concerning the considerable difficulties tertiary students experience when writing using sources, especially for those who speak English as an Additional Language. This paper interrogates the predominantly negative discourses that surround plagiarism, involving notions of honesty, integrity, punishment, trust, and deceit. These negative discourses tend to perpetuate hierarchical and impenetrable spaces in higher education. Drawing on our experiences in South African writing centres, and using key concepts from academic literacies, this paper explores ways of addressing plagiarism that can serve to empower students, including developing academic voice through citation, acknowledging “mimicry” as part of writing development, and developing critical thinking.