Speaking of student writing . . .

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Abstract
Standards of writing by students in higher education are a recurrent cause of concern. Evidence suggests that falling standards are more apparent than real but that writing difficulties are associated with problems of learning. Attempts to improve written work need to address the meaning and the mechanics of writing and involve active rather than passive learning. One consequence is that understanding improves as well as writing. A number of practical suggestions and guidance to the relevant literature are offered.

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