PASSwrite

Goldsmith, RJ; Williamson, F

PASSwrite

Goldsmith, RJ

Williamson, F

Permalink

Publisher:: Australian Government Office for Learning and Teaching
Publication Type:: Report
Citation:: 2014, pp. 1 - 36
Issue Date:: 2014-01-20

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (775.33 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Goldsmith, RJ https://orcid.org/0000-0003-3546-8052	en_US
dc.contributor.author	Williamson, F	en_US
dc.date.issued	2014-01-20	en_US
dc.identifier.citation	2014, pp. 1 - 36	en_US
dc.identifier.isbn	978-1-74361-608-6	en_US
dc.identifier.uri	http://hdl.handle.net/10453/32772
dc.description.abstract	PASSwrite is a strategic and sustainable approach to the development of critical and communicative capabilities among students, particularly underprepared and ‘non-traditional’ students (students who are mature age, from LSES backgrounds, or working full time). The project brings together the well-established and effective peer-learning model – Peer Assisted Study Sessions (PASS) – with the best practice model of discipline-based academic literacy to create group learning environments in which students engage in critical reading, writing and dialogue related to concepts, language and conventions in their academic discipline.	en_US
dc.format	online (OLT website)	en_US
dc.publisher	Australian Government Office for Learning and Teaching	en_US
dc.title	PASSwrite	en_US
dc.type	Report
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access
pubs.commissioning-body	Australian Government Office for Learning and Teaching	en_US
pubs.confidential	false	en_US
pubs.publication-status	Published	en_US

Abstract:

PASSwrite is a strategic and sustainable approach to the development of critical and communicative capabilities among students, particularly underprepared and ‘non-traditional’ students (students who are mature age, from LSES backgrounds, or working full time). The project brings together the well-established and effective peer-learning model – Peer Assisted Study Sessions (PASS) – with the best practice model of discipline-based academic literacy to create group learning environments in which students engage in critical reading, writing and dialogue related to concepts, language and conventions in their academic discipline.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/32772