Teaching academic writing to first year university students: A case study of feedback practicesat the former National University of Rwanda

Abstract

Research has pointed out that assessment practices related to academic writing are often unclear to students and this has consequences to their styles of learning  hence the overall outcomes of their university studies (Lillis, 2006, 1999; Ivanič, 1998; Lea & Street, 1998). The purpose of this paper is to critically examine to what extent feedback practices - as part of the strategies used in assessment of student work - are meaningful to the expected learning process. The study draws on a set of theories including development of student writing (Coffin et al., 2003),  teacher feedback practices (Brown et al., 1997) and academic literacies in English  as Second Language (Zamel, 2011), and uses qualitative case study methodology. Data are collected through analysis of key documents including student scripts,  observation of classes and interviews of all lecturers involved in the concerned  setting and a sample of 16 students. Findings reveal that the evaluated students are not likely to make appropriate use of assessment to improve their writing as the  type of feedback practices observed is surrounded with confusion regarding what the lecturers’ expectations are and hence what is required of an academically  acceptable text. It is recommended to open more space for a “dialogue of  participation” with students to ensure their familiarity with the discourse strategies that are critical to the writing competences expected of them at university.

Key words: English as second language, academic writing, first year university students, feedback practices, student assessment, Rwanda.