At Liverpool Hope University the Write Now CETL, in collaboration with the Writing Centre, designs bespoke writing programmes and workshops for individual degree programmes as a means of embedding writing development initiatives within the curriculum.

Following an initial discussion with departmental staff, academic staff within the CETL and the Writing Centre are able to either (a) assume sole responsibility for programme and materials design, or (b) collaborate with departmental staff in the design of such materials. Programmes and workshops are, in the first instance, team-taught by departmental and CETL/Centre staff. Over ensuing years, the responsibility for teaching the programme falls exclusively to the department, with the CETL/Writing Centre assuming a background supportive role.

The development of writing programmes and workshops will involve departmental academics in the following activities:

• An initial meeting with CETL/Centre staff to discuss departmental perceptions of need
• Provision of materials to assist in course design, for example handbooks, assessment frameworks, existing writing development materials, samples of student writing and journal articles relevant to any given module
• Participation in short interviews through which departmental academics discuss writing within their own discipline, specifically for programme design. Programme design is then further informed through reference to student focus groups. Programmes are evaluated with respect to attainment and other measures of writing development and may, where agreed, provide the basis for joint publication.

To discuss the design consultancy in more detail, please contact Julian Brasington, Writing Centre Coordinator.

Liverpool Hope has carried out course design work in the following areas:

Dissertation writing

At the Network of Hope (NoH) we are working with Level H students, creating academic packages to support dissertation writing. Writing Specialists will also cascade skills to staff at NoH FE institutions through a series of bespoke staff development workshops in supporting students to develop high level writing skills, particularly at Levels 2 and 3.

Dyslexia

Within the Performing Arts department, we are delivering a range of workshops on critical reading, research skills, referencing and academic writing. Embedded in the course delivery, these workshops will respond to the particular learning needs of kinaesthetic learner cohorts. It is hoped that these workshops will yield interesting evidence regarding the usability of dyslexia-focused learning methodologies in the context of kinaesthetic learners.

PGCE

A 14-hour seminar component was designed together with the PGCE Primary Course Leaders Arthur Kelly and Jenny Rogers. This component consisted of materials constructed around the key reading materials used on this course and aimed to teach students a range of academic skills. The main focus, nevertheless, was on academic reading and writing and a number of in-class activities were designed to this effect. A total of fourteen hours of teaching materials were developed to be taught in 2-hour blocks over the course of seven consecutive weeks. The materials focussed on critical reading and thinking, the use of citations, the Harvard system of referencing, relating theory to practice, critical evaluation and reflective writing.