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Teaching IR Through Writing: A Comprehensive Approach to the Continuous Development of Writing Instruction in an Introductory International Relations Course

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Elizabeth Olsson
Linnéa Gelot
Johan Karlsson Schaffer
Andréas Litsegård
Publicerad i The European Consortium For Political Research (ECPR), General Conference 2020
Publiceringsår 2020
Publicerad vid Institutionen för globala studier
Språk en
Ämnesord academic literacies, academic writing, formative feedback, peer review, reflective journaling
Ämneskategorier Utbildningsvetenskap, Pedagogiskt arbete, Annan samhällsvetenskap

Sammanfattning

Research demonstrates the pedagogical benefits of integrating academic literacies into disciplinary courses. This research, however, does not elucidate how university teachers can effectively incorporate academic writing into their courses without training, experience and institutional support. Since many university teachers working in continental Europe and beyond are untrained in academic writing pedagogies, there is a pressing need to illustrate the opportunities and obstacles they face when incorporating academic literacies into their courses. Article authors address this challenge by presenting an experience-based pedagogical design they developed over ten years of teaching an introductory course in international relations at a Swedish university. Authors illustrate how they used formative assessment, peer review and reflexive journaling to teach both disciplinary content and academic literacies to large groups of students with diverse knowledge and needs. In addition to their own experiences, authors draw on students’ course evaluations and journal entries to determine the strengths and weaknesses of their pedagogical design. The article concludes with a discussion of pitfalls and best practices intended to help scholars untrained in academic writing pedagogies (better) incorporate academic literacies into their courses.

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