Policing the boundaries : the writing, representation and regulation of criminology
Writing has a central role in UK higher education as a technology for, and signifier of, the learning, teaching and assessment of students. The nature and quality of student writing has also become an important issue outside the academy, particularly in the context of a globalised neo-liberal knowledge economy discourse which emphasises the importance of transferable and employability skills. Although there is a considerable body of research relating to student writing, the work that I undertook for earlier professional doctorate assignments suggested that the role of academic staff in regulating student writing was under-researched and under-theorised. The research carried out for this thesis sought to address this gap in knowledge by focussing on two central questions. Firstly, what role do academic staff play in regulating student writing? Secondly, how is this role shaped by the specific departmental, disciplinary and institutional contexts in which they are located? The research was undertaken in a criminology department in a post-1992 university in the UK. It was positioned in an academic literacies framework which conceptualises writing as a social practice, and drew on linguistic ethnographic methodologies
Creaton, Jane
L Education ; LB2300 Higher education ; P0101 Language. Linguistic theory. Comparative grammar ; P Philology. Linguistics
Policing the boundaries : the writing, representation and regulation of criminology. Writing has a central role in UK higher education as a technology for, and signifier of, the learning, teaching and assessment of students. The nature and quality of student writing has also become an important issue outside the academy, particularly in the context of a globalised neo-liberal knowledge economy discourse which emphasises the importance of transferable and employability skills. Although there is a considerable body of research relating to student writing, the work that I undertook for earlier professional doctorate assignments suggested that the role of academic staff in regulating student writing was under-researched and under-theorised. The research carried out for this thesis sought to address this gap in knowledge by focussing on two central questions. Firstly, what role do academic staff play in regulating student writing? Secondly, how is this role shaped by the specific departmental, disciplinary and institutional contexts in which they are located? The research was undertaken in a criminology department in a post-1992 university in the UK. It was positioned in an academic literacies framework which conceptualises writing as a social practice, and drew on linguistic ethnographic methodologies
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