A writer–respondent intervention as a means of developing academic literacy

Abstract

This paper discusses the implementation of a project in which a writer–respondent intervention was used to develop the academic literacy practices of students. Writer–respondent projects are based on the idea that detailed developmental comments and questions on students’ draft writing can assist them in acquiring the peculiar norms of academic literacy. Respondents do not edit or correct students’ work, but provide students with an audience prepared to draw their attention to the academic norms of writing. Details of the manner in which the implementation occurred are presented. Findings from an analysis of the feedback from students and lecturers reveal that the drafting–responding process was successful. Reflection on the entire process points to possible shortcomings and thereby informs on improvement in future implementations.