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In this chapter, I use autoethnography to reflect critically on my practice as an educator in two regional Australian universities over the last 10 years, and detail my professional learning about approaches to supporting university students’ academic writing development. I explore how my views have evolved and intertwined with theoretical developments, and note how these have shaped my practice. In particular, I reflect on the nature of deficit perspectives of students’ difficulties with academic writing and consider how these have evolved and influenced pedagogy and practice. I explore the reasons why deficit perspectives may persist and use the insights I have obtained to propose alternative conceptualisations that decentre humans and texts and foreground the nature and impact of contextual factors on academic practices.

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Teaching and Supporting University Students’ Academic Writing: A Practitioner’s Autoethnographic Reflections on a Decade of Practice

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  • 发表日期：

    2025年

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  • Celeste Sherwood

摘要

In this chapter, I use autoethnography to reflect critically on my practice as an educator in two regional Australian universities over the last 10 years, and detail my professional learning about approaches to supporting university students’ academic writing development. I explore how my views have evolved and intertwined with theoretical developments, and note how these have shaped my practice. In particular, I reflect on the nature of deficit perspectives of students’ difficulties with academic writing and consider how these have evolved and influenced pedagogy and practice. I explore the reasons why deficit perspectives may persist and use the insights I have obtained to propose alternative conceptualisations that decentre humans and texts and foreground the nature and impact of contextual factors on academic practices.