1999: Language and Learning: The learning dimensions of our work

Refereed Proceedings of the National Language and Academic Skills Conference, Monash University, November 25-26, 1999

Abstract

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Introduction … 1

Section 1: Theories of Leaming

Leaming theory (Keynote paper): Graham Webb … 7

How does learning happen? Wendy Crebbin … 13

Supporting Academic Writing Explicitly (SA WE) project: Modelling explored: Josephine Ryan, Elizabeth Powell, Patricia Cartwright, Patricia Hacker, Fred McArdle and Jo Reidy … 20

'Sorting out the scribble': Making sense of teachers' written feedback: Mandy Scott … 27

Development of coherence in novice tertiary student essays: Heather Winskel … 37

Section 2: Cultures of Leaming

Re-thinking the impact of cultural difference on learning: The evidence for asset versus deficit models (Keynote paper): Lesleyanne Hawthorne … 51

Critical perspectives on ESL in the tertiary sector: Workshopping the views of TESOL lecturers: Kate Cadman, Karen Adams, Margaret Cargill, Kristin Munday, Richard Warner and Elizabeth Yong … 58

Discussions of discourse: LAS and the disciplines looking at language together: Kate Chanock … 67

Leaming support in South Africa obscured and marginalised through ideological and historical baggage: Linda Forson and Gerhard May … 77

Japanese students and their cultures of learning: Helen Marriott and Satoshi Miyazaki … 87

Providing learning support for Pacific Island students: 'Ema Wolfgramm-Foliaki … 97

Section 3: Flexible Leaming

Flexibility: Focus, fears and fantasy (Keynote paper): Carmel McNaught … 105

Flexible delivery of tertiary enabling programs into prisons: Creating a learning environment from the inside: Jessamyn A. Clarke … 113

Language and learning in 'the late age of print': Situating a web-based essay writing project: Tim Moore and Rosemary Clerehan … 121

In a Nutshell: A Buddhist postmodern discourse? Pamela Mort and Robin Ford … 136

Electronic delivery of academic skills: Feasible or feckless? Jan Robbins … 145

Section 4: Generic Learning and Discipline-Specific Leaming

The 'generic' and the disciplined: Can universal and particular be reconciled? (Keynote paper): Gordon Taylor … 157

Critical thinking skills in the visual and performing arts: Reem Al-Mahmood and Liz Colbert … 164

Cultural hoops and linguistic hurdles: How are graduates recruited? Alex Barthel and Jenny Godfrey … 177

Assisting the transition to tertiary study: An academic literacy project in the first year of the Bachelor of Education: Corinne Buckland … 189

Resisting generic-ness: A discipline-specific, integrated, collaborative and faculty-wide model of language and learning skill development: Margaret Cargill … 196

TULIP (Tertiary Undergraduate Literacy Integration Program): A project that focuses on the literacy development of tertiary students: Patricia Cartwright and Lynne Noone … 203

Learning and teaching the culture of criticism and argument in Public Health: John Grierson and Barbara Westwood … 216

What difference does a discipline make? Jenny Pittman … 224

Generic vs context embedded study skills support: A tale of two essays: Frances Quinn … 232

Working with research students: Mandy Symons and Katherine Samuelowicz … 242