Document Type

Conference Paper


Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence



Publication Details

Education Research and Enterprise Conference, University of Brighton, 14 June.


For over a decade, the Academic Writing & Publishing (AWP) module has been delivered for academic staff and postgraduate students in the Dublin Institute of Technology (DIT), now part of the new Technological University Dublin. The module aims to support students to enhance their academic writing and to develop an academic paper to the standard of publication for a peer-reviewed journal of their choice. Module delivery comprises workshops and a range of supports and feedback mechanisms built in to give students opportunities to critically evaluate and develop their own work and to assist in the development of their peers’ writing. In its most recent delivery, a clearer delineation of three modes of working was introduced to the AWP module. These modes, Reader mode, Writer mode and Reviewer mode provide an organising framework for the delivery of module. They support students to engage with academic writing from distinctive standpoints building emphasis on critical reading and reviewing skills as key parts of writer development. This study sought to explore the value of this emphasis on the three modes of working to students on the module. It examined the practical use of the framework in terms of students’ understanding of the writing process and the development of their competency as an academic writer. It also sought to establish if there had been any impact on their sense of professional writer identity and confidence. Findings…(data analysis currently underway but will be completed shortly to add to abstract)