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The Curious Case of IR1111

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Elizabeth Olsson
Publicerad i 13th Pan-European Conference on International Relations (EISA)
Publiceringsår 2019
Publicerad vid Institutionen för globala studier
Språk en
Ämnesord academic writing, higher education, international relations, log book, pedagogy
Ämneskategorier Annan samhällsvetenskap

Sammanfattning

International Relations 1111 is a unique course at the University of Gothenburg for several reasons. First, it is a large introductory course with an enrollment of up to 150 students each semester. Second, and much more interestingly, it is a course where teachers and course coordinators have spent years developing and integrating pedagogical approaches into the course that are explicitly designed to help students improve their academic writing. From peer review activities to consultations with writing experts to a recurring task requiring students to reflect on their strengths and weaknesses as academic writers, IR1111 is notable for the sheer number of activities that teachers use to assist students in writing their essay questions, structuring their texts, and developing their arguments. It was for this reason that course coordinators were awarded a prestigious pedagogy prize by the Faculty of Social Sciences at the University of Gothenburg in 2017. This paper is written by the teacher who helped to incorporate academic writing into the course through the development of a log book exercise. She describes and reflects on the academic literature she employs in this course activity as well as the successes and failures of the activity with reference to student feedback and her own pedagogical experiences. The paper is intended as a behind the scenes look at a pedagogically successful international relations course that may inspire IR teachers to (better) incorporate academic writing into their own courses.

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