A multimodal framework for supporting academic writers' perspectives, practice and performance

Abstract

ABSTRACT Supporting writing remains an important dimension to the work of academic developers particularly for early career academics and doctoral candidates. A small qualitative case study was undertaken on an academic writing module to explore participants’ needs and evaluate a new multimodal writing framework which sought to enhance publication opportunities while supporting the development of writing practice. The framework introduced the modes of reading, writing and reviewing as distinctive dimensions of the writing process and introduced practical activities to build participants’ confidence and skills working in each mode. It also prompted participants to acknowledge, adopt and shift between the perspectives of reader, writer and reviewer to develop their writing. The framework is proposed as an effective way of supporting the writing of early career academics and doctoral students. Findings suggest that participants considered the framework helpful to understand and adopt modes to enhance their writing performance and improve their practice and confidence.