Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson.
Cooney, A., Darcy, E., & Casey, D. (2018). Integrating reading and writing: supporting students' writing from source. Journal of University Teaching & Learning Practice, 15(5). https://ro.uow.edu.au/jutlp/vol15/iss5/3