Few would argue with the need for higher education graduates to be able to write.  One might assume that any student who successfully negotiates his/her way through a degree programme in a chosen discipline, not only has a particular grasp of the subject studied, but also an ability to communicate that understanding competently in written form.  All too often, however, both academic staff and potential employers comment on the lack of that very skill – the ability to write fluently, coherently and in a clear, convincing and error-free manner. 

This paper will discuss an intervention, undertaken with first year undergraduate students, designed to address the issue of writing generally, and academic writing in particular.  The project, which emerged as a result of concerns at department level and discussions at the Teaching and Learning Committee, NUI Maynooth, was developed and implemented as a joint initiative between the English Department and the Centre for Teaching and Learning.  It ran over one academic year, 2010-2011, and was a move towards addressing an identified need for a structured academic writing element for all first year students.  This paper will outline: the background to the project; the project logistics, implementation and costs; project evaluation and opportunities for improvement.  The paper will close with conclusions and recommendations regarding future writing interventions: particular reference will be made to discipline-specific support versus ‘generic’ support, and the significance of class size on the various interventions employed.

Creme, Phyllis and Mary R, Lea, Writing at University a guide for students. Maidenhead: Open University Press, 2003.  Print.

Ganobcsik-Williams, Lisa. Teaching Academic Writing in UK Higher Education.  Theories, Practices and Models. Hampshire: Palgrave Macmillan, 2006.  Print.

North, Stephen M. 1984, ‘The Idea of a Writing Centre.’  College English  46.5 (Sept. 1984): 433-446.  Print.