| Abstrakt: |
In this conceptual paper, borne from the experiences of two academic literacy lecturers at the NWU, we ask, regarding elements of assessment, how we can sensibly adapt an intervention-style writing course in a post-Covid-19 higher education context. We propose a course correction model, applicable to academic literacy writing courses, to address the pedagogical lacunae highlighted in a pre-pandemic context and compounded in the post-pandemic higher education context. We argue for the adaption of this writing course to contend with the under-preparedness of students for higher education, the issue of online learning and resultant student cognitive overload and additional challenges, such as the rapid development of artificial intelligence (AI) and its effects on teaching and learning, and specifically writing courses. An important element which needs to be reconceptualised within the context of our compounded problem, is that of the writing assessment. In this paper we argue for moving away from placing major emphasis on assessing the final product of writing and shifting some focus to the pedagogical value of examining the student's journey of writing. We therefore propose incorporating reflective writing as a significant element of assessment through our reflect- rewrite-model. The goal of this proposed model is to create a space for fostering student self-awareness, responsibility, critical thinking, and evaluation skills. Such outcomes should then contribute to the creation of effective and contextually relevant, academic skills development, which in turn should positively influence student success and mitigate some of the issues currently experienced in the module offering. [ABSTRACT FROM AUTHOR] |
