The development of, and response to, an academic writing module for electrical engineers at the University of Bath

Authors

  • Miranda Armstrong University of Bath
  • Jackie Dannatt University of Bristol
  • Adrian Evans University of Bath

DOI:

https://doi.org/10.47408/jldhe.v0i0.180

Keywords:

STEM, academic writing, Electrical Engineering, disciplines, In-sessional

Abstract

The academic writing module for electrical engineering students, offered at the University of Bath, is the result of collaboration between the Department of Electronic and Electrical Engineering (EEE) and the English Language Centre (ELC) and is currently designed to deliver academic writing support to undergraduate students embarking on their engineering studies at Bath. The need for the course arose from subject tutor recognition of the studentsââ¬â¢ lack of awareness of the genre within which they were expected to write, suggesting that not only the subject content but also the expression of that content needed input and support. This paper presents details of the academic writing input provided by the University of Bath English Language Centre, the background to the module and ongoing development based on feedback from students, academic staff and EAP (English for Academic Purposes) tutors. Feedback indicates that the course succeeds in supporting students in their writing. The principal direction for future development lies in tailoring the course to fit the modular nature of studentsââ¬â¢ degrees, addressing issues connected to language proficiency and the nature of assessment.

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Published

13-11-2012

How to Cite

Armstrong, M., Dannatt, J. and Evans, A. (2012) “The development of, and response to, an academic writing module for electrical engineers at the University of Bath”, Journal of Learning Development in Higher Education. doi: 10.47408/jldhe.v0i0.180.

Issue

Special Edition: Developing Writing in STEM Disciplines

Section

Case Studies

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