An Analysis of the Discourse of Study Support at the London Institute

Abstract

In this chapter, we describe two approaches that exist in the UK framing discussions of student writing development in higher education. The first one is known as the ‘academic literacies’ approach and the second one can be referred to, as the ‘standards are falling’ approach. Our own research locates within the former paradigm. We then describe the context within which we work at the London Institute and we problematise the discourse that subject lecturers use to describe study support. The final section identifies the implications of our research.