Developing writing skills considers how students learn to write academically at university. Traditionally there have been three approaches in doing so (Lea and Street (1997i) in Lea and Street 1998:2ii): The writing "skills" model, the socialisation approach and the academic literacies model. In related work, Murray and Moore (2006:54-69iii) argue that disciplinarity, a central feature of academia, needs to be accessed by students who must distinguish between the different rhetorical components that separate one discipline from another, if they wish to make a meaningful contribution to any discipline. The key to doing so is to analyse the published writing associated with such areas which can reveal the unique features of a particular discipline. Clearly university academics have an important role in assisting students to access the academic literacies in which students seek to become expert.
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More scholarly interpretations of the theoretical basis:
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Guiding students in reading for seminars.