A pedagogy for improving writing and thinking

Deborah Fraser, Dorothy Spiller


Tertiary students are expected to undertake many written assignments which form the basis of most of their assessment at university. While the courses they take assist them with understanding content and issues related to their subject of study, it is rare for students to be assisted with the writing process concomitant with the acquisition of subject knowledge. The programme discussed in this article is an attempt to enhance students' thinking and writing through a collaborative approach to drafting, peer editing and essay writing. Outcomes of the programme are discussed in terms of the impact upon students' critical thinking, autonomy and collaborative learning.

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DOI: 10.15663/wje.v2i1.511


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© Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Faculty of Education, 2015