Expectations for how theory, empirical material, and methods are dealt with in academic writing has not always been explicitly communicated to students. The fact that more, and increasingly heterogeneous, students are enrolling in higher education has produced a variety of ways to practice academic writing. This paper explores academic writing practices among students with vocational backgrounds and close relationships to practical (as opposed to academic) systems of knowledge - a new emerging student group. In this study, we focus on nurses participating in a short-cycle course specially designed as a graduate-level continuing education program at a university. Twelve examination papers have been analyzed and patterns of how theory has been used have been identified. The study shows in which ways theory, empirical material, and methods can be convoluted in academic writing with the result that student normativity is put at the foreground.
|Tidsskrift||International Journal of Teaching and Learning in Higher Education|
|Status||Afsendt - 2020|
- Academic writing
- Academic literacy
- Theory and Practice