Stepping things up: Scaffolding the research and writing process

Writing academic essays supported by reliable sources is a challenging task for university students. Students at a Foundation Program level are often used to writing opinion-based or narrative essays; research and integration of sources into formal writing is a novel concept. Similar to a scaffolded approach to teaching text structures and academic language usage, the way we introduce students to research may be more effective if it is also carefully scaffolded and embedded into a unit’s syllabus.

In this recording, using the case study of international students in a Foundation Program at SIBT, Amanda Oppliger and Karen McRae provide an insight into curriculum design by explaining how they scaffold research and writing; how to read academic journals effectively and then adapt the knowledge acquired into an argument essay. The approaches shared in this session can be applied by teachers across all disciplines.

Explore the slides below:

To continue the conversation, contact Amanda Oppliger or Karen McRae, or share your thoughts and ideas via YammerTwitter or LinkedIn.