From the introduction:
This study explores the content of academic support classes delivered to postgraduate
students at BUiD between January and December 2011, and shows how teaching language focused
academic literacy skills were insufficient to develop students’ critical writing skills and
demonstrates how development of pedagogy based on teaching critical reading skills as a
threshold concept can help students enhance analytical and critical writing skills.
This paper was submitted to the International Integrity & Plagiarism Conference which ran between 2004-2014. The paper was peer reviewed by an independent editorial board and features in the conference proceedings.