Read, B. , Robson, J. and Francis, B. (2004) Re-viewing undergraduate writing: tutors' perceptions of essay qualities according to gender. Research in Post-Compulsory Education, 9(2), pp. 217-238. (doi: 10.1080/13596740400200176)
Full text not currently available from Enlighten.
Abstract
Academic assessment of their coursework is of great importance to undergraduate students. Yet little attention has been paid to the perceptions of undergraduate writing that academics draw on in their assessment practices and the ways in which these perceptions may be gendered. This article reports findings from a study that asked lecturers about their opinions concerning the characteristics of ‘good’ and ‘bad’ essays, and analysed the results according to gender. It is argued that, although there were many points on which male and female academics were in agreement, there were some gender differences in the prioritisation of certain (gendered) characteristics of undergraduate writing. Female academics were slightly more concerned with presentational aspects and effort, and male academics more concerned with argument. We discuss the implications of these findings for undergraduate students, arguing that work to improve parity in assessment must involve a challenge to (masculinised) academic culture and values.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Read, Dr Barbara |
| Authors: | Read, B., Robson, J., and Francis, B. |
| College/School: | College of Social Sciences > School of Education College of Social Sciences > School of Education > Educational Leadership & Policy |
| Journal Name: | Research in Post-Compulsory Education |
| ISSN: | 1359-6748 |
| ISSN (Online): | 1747-5112 |
| Published Online: | 24 February 2007 |
University Staff: Request a correction | Enlighten Editors: Update this record
Deposit and Record Details
Deposit and Record Details