Writing Tasks at School and University

About

Why does this research matter?

Writing well is essential for success in school and university but many students find it difficult. Because writing tasks vary so widely across disciplines and levels, students must learn how to apply and adapt academic language to meet the requirements of each subject and assignment type. For example, writing a chemistry report requires very different language from explaining a physics concept, describing historical events, or analysing a poem in English. 

Being able to adapt writing for different purposes and audiences is a key factor in effective educational writing. Students need to learn how to adjust their writing for different audiencesā€”experts or non-experts, peers or teacherā€”and for different purposes, such as using sources, reporting on research data, or writing in professional or work-related contexts.  

This skill is becoming even more important as students deal with new media formats and learn to use tools like generative AI effectively and ethically. In a world where students are increasingly using gen-AI as a natural part of the writing process, it is important for educators to rethink the types of tasks we set to ensure they provide meaningful and authentic opportunities for learning and assessment. One aim of the Writing Tasks at School and University project is to build a clear picture of the types of writing tasks set across subjects and year groups, and the demands they place on students. This will help teachers to reflect on task design and create written assignments that work effectively for learning and assessment in a context where students can work with AI assistance.   

What does this mean for teachers?

The research seeks to understand the use and development of academic language in writing tasks across different subject areas and educational levels in schools and universities. This knowledge can help teachers to: 

  • understand the linguistic challenges and opportunities of different writing tasks 
  • make links across the curriculum and form connections between the writing tasks they set in their subject area and those in other disciplines 
  • see how tasks build on studentsā€™ prior knowledge and experience 
  • develop strategies to deal with challenges, maximise learning opportunities and understand what is valued in assessments  
  • support students in their understanding and use of academic language to prepare for future writing in different contexts and for different purposes 
  • reflect on the writing tasks commonly used in their subject area and consider how redesigning or diversifying these tasks could better meet learning and assessment needs (something that is becoming increasingly urgent when students have access to generative AI tools).