Understanding processes and problems in student writing

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Abstract
This paper is an attempt to summarise and synthesise some of the materials in the rapidly expanding literature on the development of language skills and the relationship of language to learning. The focus is on written language. The aim is to encourage enlightened discussion of the strengths and weaknesses of student writing and of what should be happening in institutions of higher education to develop sophisticated written communication skills. Gradually the emphasis in research and practice has shifted from a discrete skills approach to an appreciation of the intimate relation between subject content, students' understanding of that content, and their ability to use skills (both basic and advanced) as they deal with particular content. In recent research, attention has been centred on students rather than on teachers and their methods, and some progress has been made in reducing our ignorance about how students approach tasks and about the nature of the errors they make. There have also been important contributions to our knowledge of the ‘real˚s world of composition, rather than the idealised world of textbooks about composition. Recent research studies question many assumptions, including: whether illiteracy is widespread among students in higher education; whether composing is a linear process as usually portrayed by teachers; and whether we can describe ‘good˚s writing accurately. Pedagogy should take account of this research, but it is widely scattered across many disciplines, and remains inaccessible to those teaching in other subject areas. Attempting to bring together some of these varied reports on research and practice, this paper suggests new concepts on which to base teaching practice in higher education; the aims should be both better student writing and better learning.

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