The Experiment- Writing Forum: in tempore feedback on writing to support student learning with both undergraduate and postgraduate students
Along with the following slides please refer to Michele’s 
writing forum feedback notes
| Strand | Student attainment |
| Type | Campfire |
| Learning Objective(s) |
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| The Writing Forum is an alternative model for enhancing academic writing skill and criticality with students. For students, mastery of academic conventions and negotiating the cultural landscape and pedagogical norms contribute to academic success (Wilkins and Burke, 2013). Critical thinking practices and critical writing distinguish students attaining at higher levels (Burke, 2005; Hey & Leathwood, 2009). The Writing Forum approach enables students to come together in an enriching manner beyond remediality (Deane and O’Neill, 2011) for supported engagement with text, discussion about the thinking behind the text, language and genre.Tardy (2009) asks how writing classrooms could contribute to genre learning. Writing forum is an intervention aimed at students that exposes them to being able to view and debate student writing, exposing them to genres. It is very rare for students to encounter the work of other students. The aim is to demonstrate the concept and practicality of Writing Forum as a medium for enhancing student learning in academic writing. Michele Lockwood-Edwards conceived of this method of working and it grew out of her experience as a facilitator, coach and learning set facilitator (Revans, 1998) using relatively unstructured learning methods using questioning, challenge and peer input to facilitate a climate where students can learn from their own problems in tempore. The method was piloted and refined by both Michele and her colleague, Pauline Daubney, also a teacher, facilitator and coach with industry experience.
Participants will gain an understanding and application of the Writing Forum method which may incorporate: formative assessment, feedback, coaching, peer learning, reflection. It will also allow participants to gain a student perspective on writing.
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| References | Burke, P.J. (2005) Access and Widening Participation, British Journal of Sociology in Education, 26(4), 555-562. http://dx.doi.org/10.1080/01425690500251981Deane, M., & O’Neill, P. (2011). Writing in the disciplines (Universities into the 21st century). Basingstoke, Hampshire: Palgrave Macmillan.
Hey, V. & Leathwood, C. (2009) Passionate Attachments: higher education, policy, knowledge, emotion and social justice, Higher Education Policy, 22, 101-118. http://dx.doi.org/10.1057/hep.2008.34 Revans, R. (1998). ABC of action learning (3rd ed., The Mike Pedler library: developing people and organizations). London: Lemos and Crane. Tardy, C. (2009) Building Genre Knowledge, Parlor Press, West Lafayette. Wilkins, Andrew., & Burke, Penny Jane. (2015) Widening participation in higher education: the role of professional and social class identities and commitments, British Journal of Sociology of Education, 36:3, 434-452, DOI: 10.1080/01425692.2013.829742 |