This paper presents one outcome of a secondment placement at University College London (Centre for the Advancement of Learning and Teaching and The Institute of Archaeology), and an Academic Literacies approach to writing at University. Academic writing has been said to pose a conflict of identity in higher education (e.g. Ivanič 1998). The aim of this project was to consider this conflict by exploring and engaging with issues encountered by students in both undergraduate and postgraduate writing. This was conducted by running weekly mentoring sessions and designing exercises and activities in writing development. Broadly, the project considers the role of mentoring in writing development, explores student perceptions of academic writing, evaluates the variety of transitions students go through at university and promotes an awareness of the benefits of writing development as part of a process of identity construction. For this paper, I will focus specifically on the mentoring sessions and how I designed a method that utilised the body as a conduit through which writing was explored, understood and engaged with. This will lead me to focus specifically on the emergent themes in the field of academic writing: writer identity and construction of self.
|Keywords:||Writing, Academic Literacies, Identity, The Body|
PhD Candidate, Institute of Archaeology, University College London, London, England, UK