Article published in:
Writing Assessment in Higher EducationEdited by Bert Weltens, Jos Hornikx, Wander Lowie, Petra Poelmans and Rebecca L. Present-Thomas
[Dutch Journal of Applied Linguistics 2:1] 2013
► pp. 28–42
UniTIE
Towards a transparent description of learning outcomes for academic writing
Paula Haapanen | Lappeenranta University of Technology
Suzy McAnsh | University of Oulu
Eva Braidwood | University of Tampere
In its aspirations to enhance mobility within higher education and focus on the comparability and quality of university degrees, the Bologna Process has emphasised the need for transparency in describing students’ knowledge and abilities. In response, the project, “UniTIE: Curriculum planning in the Language Centres”, was initiated to improve the transparency with which English courses are described and assessed at university language centres in Finland. This article provides a brief overview of the project, discusses the work carried out within a community of practice to develop descriptors for university English courses, and reports on the outcomes of the project.
Keywords: academic writing, course descriptors, community of practice, learning outcomes, transparency
Published online: 06 May 2013
https://doi.org/10.1075/dujal.2.1.05haa
https://doi.org/10.1075/dujal.2.1.05haa