Academic literacy courses

Should Academic literacy courses be compulsory for first year University students?


The focus is on the importance of academic literacy courses which are important for the students of University of higher education. The research is on thematic analysis of focus group interviews with emerging themes on academic writing and then playing out identifies through the writing of different genres. The focus of academic literacy is based on the student ability to communicate in the academic discourse community and then work on reading, evaluating information and presenting the debates or creating a proper knowledge with the speaking and writing. The academic literacy is more important with learning about the technical standards. It is about understanding the way to live on different norms, codes and the community discourses.


The academic literacy is defined on the complex network of social practices which comes on different academic discourses. The socialization is of high context dependent approach. The learning is about witing with inseparable options from socio-cultural standards. It includes the specific discourse and the language, artefacts or the possibility to properly interact with the people who are mainly engaged in the tasks. The academic writing community includes the wider ranges of the sub-communities. There are research articles and the rigorous responses to interpret and operationalize the social practices which comes under the different principles (Waingale, 2018). The students do not tend to feel prepared but it requires the proper assistance of students to learn the processes and relate to academic writing as well. The research is in the feedback practices that students and teachers work for.

For the first year of the undergraduate students, the focus is on the improved pedagogy and exploring views for the students. The instruction and activities are for setting up the writing of university with the effective academic writing skills. The literacy is based on the effectiveness where the literacy standards are for the longitudinal qualitative study to investigate. The perceptions are to practices of student writing in the higher education with the factors like those of institutional practices and the miscommunication which is in between the tutors and the students. The academic literacy is for handling the graduate language learning needs with focusing on the paraphrasing, structuring the writing and the other skills of writing (Nguyen et al., 2019).

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There are different aspects where the students are working on producing a way to integrate sources and analyse the topics. The aspects for writing are perceived to be challenges. It is for the synthesizing of information, introduction, expressing of the ideas and then there is proper intext-citation as well. The effective writing for the undergraduate and the graduate students is very important and it is for the proper documentation as well. The academic literature is not only for the development of arguments but also to work on preparing them for the external mandate larger scale document. The rationales are for assessment of the peer with the academic writing that is for holding some of the learner opportunities (Hassel et al., 2018). The approached of pedagogy is for the information technology and the advancement that relates to the socio-economic standards. The study is on academic literacy where there is enhancement of writing skills and the approaches which is being used by the members of faculty and the discussion of results. The learning is by doing and enhancing the final projects with different suggestion for assessing the writings that are provided by the students and it is for reviewing by the peers as well.

The first year academic literacy courses at the multi-cultural and the multilingual university is important in countries like Australia. It is for the students to understand the concepts of the full legitimacy where there are analysis on the reflective writing samples. The sense of belonging is for the multi-layered and the context dependent factors which relates to handle the changes of the time and space. Not only this, there are sense of belonging for the higher education, which includes precursory concepts of integration to adapt the social causation theory (Swanson et al., 2019). The challenges are to the perceived lack of clarity with modelling of social and the academic integration. The theory of integration tends to de-emphasize on the factors to the external approaches in classroom. The educational environment is for demonstrating the integration through activities and student’s objectives or the subjective approach. It is for evaluating on the experiences for students which is evolved from elite to the mass education system. The student population has been diversified for -secondary level in countries like Australia.

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The literacy serves to be the major factor for the confidence of expression of ideas and communicating with the others. The peer review working has allowed for the opening of constructive criticism. The academic literacy tends to aim for the fostering on competence with the building of sense of belonging, especially when there are literacy competence for the increased communication (Carless et al., 2018). The recognition is determined with the perspectives of the study that is for the course of academic standards. The survey includes the several factors with the belonging on the mixed method approach. The combined literacy courses are for the students to handle the belonging with the affect by interacting with the peers or making of new friends as well. There are lack of the sense of belonging when it is linked with the maintaining of GPA. The ALC classroom comes with the internal and external factors who tend to play out and then be intertwined.


The mixed method approach is to understand the academic literacy courses where the activities are for the pedagogies targeting on the students with not only overlaying the lack of belonginess but also a stronger sense of belonging in the institutions (Hashemidfardnia et al., 2018). The data has been showing about the cultural and linguistic factors which is inevitable role for the participants. The instructors tend to promote some of the intercultural and the interlinguistic understanding or the tolerance among the students.

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Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education43(8), 1315-1325.

Hashemifardnia, A., Namaziandost, E., & Shafiee, S. (2018). The effect of implementing flipped classrooms on Iranian junior high school students’ reading comprehension. Theory and Practice in Language Studies8(6), 665-673.

Hassel, S., & Ridout, N. (2018). An investigation of first-year students’ and lecturers’ expectations of university education. Frontiers in psychology8, 2218.

Nguyen, Q., & Buckingham, L. (2019). Source-use expectations in assignments: The perceptions and practices of Vietnamese Master’s students. English for Specific Purposes53, 90-103.

Swanson, E., McCulley, L. V., Osman, D. J., Scammacca Lewis, N., & Solis, M. (2019). The effect of team-based learning on content knowledge: A meta-analysis. Active learning in higher education20(1), 39-50.

Wingate, U. (2018). Academic literacy across the curriculum: Towards a collaborative instructional approach. Language Teaching51(3), 349-364.

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