Improving outcomes for Pasifika students in an academic writing course.

Abstract

With assessment at the tertiary level still based largely on writing output, the ability to write well is a decisive factor in academic success. This is one reason behind the popularity of an academic writing course at a New Zealand university. Arts faculty targeted admission programme requirements and English language diagnostic recommendations have increased enrolments in this course, but disproportionately poor outcomes for Pasifika students indicate the course may be acting more as a barrier than the intended step to academic success for this group. This paper describes a project undertaken to identify and address immediate issues contributing to such outcomes for Pasifika students. Steps taken include finding out more about the students, closer collaboration between support and academic staff, adaptation of course content, assessment processes and classroom practice, and a greater focus on student engagement throughout the course. Interim results of this project in its first semester of operation will be reported.