Shifting Conceptions of Academic Writing: Lessons Guided by Variation Theory

Abstract

This study investigates shifts in students' conceptions of academic writing after a series of lessons designed using variation theory. Academic writing, often perceived as complex and inaccessible, is an essential skill in higher education. To better understand how students' perceptions evolve, a pre- and post-survey approach was employed. Students were asked to choose from three conceptions of academic writing: (1) a higher-level form of writing characterised by complex language and requiring evidence from sources, (2) a well-structured form of communication that conveys reliable information, and (3) a means of expressing ideas and expanding knowledge.

Throughout the semester, lessons focused on helping students discern critical aspects of academic writing such as structure, coherence, and integration of sources. The application of variation theory allowed students to compare and contrast these aspects, fostering deeper understanding. The findings revealed a notable shift in students' conceptions, with many moving from an initial focus on surface-level features, such as complexity and formality, to a more nuanced understanding of writing as structured communication. This shift underscores the value of lessons grounded in variation theory in promoting conceptual change. The study offers important implications for academic writing instruction and highlights the need for pedagogical strategies that address students’ evolving conceptions.