A Case for Academic Literacies: Informed Needs Analysis
Effective writing is crucial to students' success in academic studies. However, many students at the University of Guyana (UG) continue to be seriously challenged with writing in their studies. Anecdotal evidence from lecturers suggests that too many students across faculties demonstrate inadequate writing proficiency even though they are exposed to at least two English Language courses in their first year of study. Writing produced by these students is often vague and incoherent. These issues are not peculiar to the University of Guyana. Universities in the Caribbean (Dyche 1996; McLaren and Webber 2009); the UK (Newman 2007; Gill 2008) and Australia (Dann 2008) are faced with similar challenges where researchers identify problems such as students submitting assignments that are often plagiarized (Pecorari 2003) and confessing that they do not know how to transform their thoughts and knowledge into written discourse.
Keywords: Learner autonomy; Literacy; Academic writing; Academic language; University of Guyana; Universities and colleges