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Supporting Lecturers In The Disciplines In The Affective Academic Writing Process, Roisin Donnelly
Supporting Lecturers In The Disciplines In The Affective Academic Writing Process, Roisin Donnelly
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This article reports on a case study evaluating lecturers’ experiences of their own affective writing process using a reflective critical incident analysis. While the cognitive-affective focus of academic writing has been explored previously from a collaborative perspective (Benton et al. 1984), this current study takes the individual writer as the unit of analysis. There are several reasons why lecturers need to write. Foremost among these should be when they write, they are providing a positive model for students, and are helping demystify the act of writing. Scholarly writing can be a struggle, and by doing so ourselves, we learn empathy …