Writing-to-Engage Pedagogy for Higher Education in Sweden

Faculty teaching in the first and second cycle report that students preparing to write the degree project essay do not have the writing and critical thinking skills needed for research writing. This project explores this problem area from the perspective of the psychology of written composition, which is based on the premise that composition is a studied skill that can be deliberately supported in learning environments through explicit instruction. Writing-to-engage pedagogy, a recent development within the writing-across-the curriculum movement, applies this premise to university teaching and curriculum planning. It aims to help students acquire the competencies of expert writers in disciplinary contexts by teaching reflective processes through writing activities. This project evaluates the relevancy writing-to-engage pedagogy to higher education in Sweden through an exploratory discussion of its premises and curricular objectives. How might writing-to-engage pedagogy help faculty across the disciplines support learning objectives associated with critical thinking, inquiry, and communicative ability? How might it help them create stimulating learning environments, promote active learning, and work toward the goal of widened participation? Results will clarify the role that writing-to-engage pedagogy could play in quality enhancement and faculty development.