Academic Writing: Anxiety, Confusion and the Affective Domain: Why Should Subject Lecturers Acknowledge the Social and Emotional Aspects of Writing Development Processes?

Amanda, French (2018) Academic Writing: Anxiety, Confusion and the Affective Domain: Why Should Subject Lecturers Acknowledge the Social and Emotional Aspects of Writing Development Processes? Journal of Academic Writing, 8 (2). pp. 202-211. ISSN 2030-1006

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Abstract

Having worked in FE and HE in the United Kingdom for over thirty years it and written a PhD on the subject of lecturers’ perceptions on academic writing in higher education (French, 2014), it became very clear to me that many students (and lecturers, although that is a subject of another paper), experience the processes of producing academic writing in very physical and emotional ways. In this paper I will be discussing how my students often articulated the intensity and emotional nature of their academic writing experiences using words like ‘fear’, ‘frustration’, ‘outrage’ ‘exhaustion’ and ‘yearning’. This emotion and strength of feeling drew me to consider the relationship between the development of a positive writing identity and the affective domain. Subsequently, in my practice as a tutor in higher education I have incorporated the affective domain on such earlier work and seeks to stimulate debate with subject lecturers about how important emotions, even negative emotions like confusion and anxiety, can be to the development of a positive academic writing identity for students. Finally, I argue that using the affective domain as a pedagogic springboard, subject lecturers can formulate more collaborative, supportive and emotionally sensitive communities of writing practice. (200)

Item Type: Article
Identification Number: https://doi.org/10.18552/joaw.v8i2.487
Date: 30 November 2018
Uncontrolled Keywords: academic writing, writing development, emotional support, disciplinarity, situated writing practices, affect
Subjects: X300 Academic studies in Education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Practitioner Education and Professional Practice
REF UoA Output Collections > REF2021 UoA23: Education
Depositing User: Alexandra Kendall
Date Deposited: 12 Oct 2018 12:21
Last Modified: 23 Jun 2020 12:56
URI: http://www.open-access.bcu.ac.uk/id/eprint/6456

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