You Can Write, Well.

You may have been told that you can’t write or that you don’t write “correctly.” The following articles address this hidden curriculum and can be used by students and teachers to help safely develop this skill. 

 

This list is not comprehensive, nor the only way to transform writing but the items should be used as a foundation to assist marginal students to situate their work within the dominant academic paradigm. These are easily found on google scholar and/or academic databases.

King, J. E., Council, T. M., Fournillier, J. B., Richardson, V., Akua, C., McClendon, N., ... & Streeter, M. (2019). Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition. International Journal of Qualitative Studies in Education, 32(2), 188-209.

Badenhorst, C., Moloney, C., Rosales, J., Dyer, J., & Ru, L. (2015). Beyond deficit: Graduate student research-writing pedagogies. Teaching in Higher Education, 20(1), 1-11.

Badenhorst, C., & Xu, X. (2016). Academic publishing: Making the implicit explicit. Publications, 4(3), 24.

Santelmann, L. M., Stevens, D. D., & Martin, S. B. (2018). Fostering Master's Students' Metacognition and Self-Regulation Practices for Research Writing. College Teaching, 66(3), 111-123.

Kasmi, M. (2017). Experiences, challenges, and strategies of multilingual graduate students in English academic writing (Doctoral dissertation, Memorial University of Newfoundland).