An examination of the instruction provided in Australian essay guides for students’ development of a critical viewpoint

Hammer, Sara (2017) An examination of the instruction provided in Australian essay guides for students’ development of a critical viewpoint. Assessment and Evaluation in Higher Education, 42 (7). ISSN 0260-2938

Abstract

The argumentative essay has endured as a popular form of university assessment, yet students still struggle to meet key intended learning outcomes, such as those associated with critical thinking. This paper presents the results of a study that examines the instruction provided by Australian
essay writing guides to support students’ development of a questioning, critical viewpoint. Thirty publically available guides were chosen from a range of university types, and sourced from central student learning units
and humanities disciplines. Findings of this documentary analysis show that some guides provide too little context for essay writing as an academic practice, and conceptualise definitional, instructional and procedural
aspects of the task in ways that may not align with intended outcomes. The conclusion indicates a need for further research about the teaching of argumentative essay writing.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to ArticleFirst Version, in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Learning and Teaching Support Unit
Date Deposited: 29 Aug 2016 01:48
Last Modified: 21 Dec 2017 03:47
Uncontrolled Keywords: argumentative; critical thinking; essay guides; teaching
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Identification Number or DOI: 10.1080/02602938.2016.1224998
URI: http://eprints.usq.edu.au/id/eprint/29643

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