Exploring the Development of Writerly Identity Through the Use of Blogging

David Hindley, Lisa Clughen

Abstract


This paper discusses implementation of blog writing as a formative assessment within a final year undergraduate module. Drawing on students’ perceptions and experiences, it proposes that blogging offers a more inclusive writing genre for Higher Education than traditional forms of academic scholarship.


Keywords


Blogging; academic writing; student writing; re-genring

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DOI: http://dx.doi.org/10.18552/joaw.v8i2.453

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