Faculty perspectives of undergraduate student academic writing underpreparedness

Abstract

Underpreparedness among first-year university students, particularly in academic writing and academic engagement, creates challenges for students and instructors and raises questions about how students are supported when underprepared for university. This qualitative research examined first-year English instructors’ perspectives to answer two questions: How first-year post-secondary students meet or do not meet the academic writing and adult learning expectations of first-year English instructors; and what do educators expect from university academic supports intended to address student underpreparedness in English university classes? Semi-structured interviews were conducted with 10 instructors from one Ontario university English department and data was analyzed using a combined theoretical model of Lea and Street’s Academic Literacies Model and Knowles’ Adult Learner Theory. The findings identified that the participants found argumentation quality, critical thinking and analysis presence, and clear and organized writing with evidence integration as key factors of exceptional academic writing, with student engagement and motivation as important characteristics of preparedness. However, instructors described gaps between these expectations and the abilities demonstrated by many first-year students, requiring support that is often misaligned, under-supported, and in need of better institutional communication. Concluding suggestions include institutional improvements and the potential of bridging Ontario grade 12 education with introductory university instruction. This would be a coordinated program encouraging student engagement, addressing topics including university expectations, high school to university transition, academic writing, and academic integrity.