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First-Year Writing in the Humanities and Social Sciences: Requirements, Expectations, and Perceived Weaknesses

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Title: First-Year Writing in the Humanities and Social Sciences: Requirements, Expectations, and Perceived Weaknesses
Language: English
Authors: Aynur Ismayilli Karakoc (ORCID 0000-0001-5852-8359), Rachael Ruegg, Peter Gu
Source: Language Teaching Research. 2025 29(7):3007-3028.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: First Year Seminars, Writing Instruction, Humanities, Social Sciences, College Freshmen, College Faculty, Teacher Attitudes, Expectation, Academic Language, Foreign Countries, Writing Difficulties, Writing Skills
Geographic Terms: New Zealand
DOI: 10.1177/13621688221130906
ISSN: 1362-1688
1477-0954
Abstract: This study aimed to explore writing requirements and lecturer expectations in first-year humanities and social science courses at a New Zealand university. Document analysis and lecturer interviews were used to collect data. The document analysis included writing assignment types, rhetorical functions of writing tasks, and descriptors in marking rubrics. Eight lecturers were interviewed to discuss their expectations of academic writing and perceptions of students' writing problems. It was found that writing tasks require students to construct evidence-based scholarly arguments grounded on concepts from course readings. Students are expected to show their understanding and critical engagement with the readings, select ideas to strengthen their arguments and evaluate authors' arguments. Counter-arguments are not required, but showing an awareness of different perspectives is important. Summarization is important for writing, but it is not often assigned as a stand-alone task in this context. These are the areas which challenge students, according to the lecturers. The findings imply that reading and writing instruction should be integrated, and rigid preformulated forms of writing should not be taught, particularly in high-level writing classes. Students need to be prepared to evaluate sources, integrate source ideas into their own essays, and construct scholarly arguments. Implications are discussed for teaching and assessment of writing as well as assessment of integrated reading and writing.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482124
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: First-Year Writing in the Humanities and Social Sciences: Requirements, Expectations, and Perceived Weaknesses
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Aynur+Ismayilli+Karakoc%22">Aynur Ismayilli Karakoc</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5852-8359">0000-0001-5852-8359</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachael+Ruegg%22">Rachael Ruegg</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Gu%22">Peter Gu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(7):3007-3028.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 22
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22First+Year+Seminars%22">First Year Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Humanities%22">Humanities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1177/13621688221130906
– Name: ISSN
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: This study aimed to explore writing requirements and lecturer expectations in first-year humanities and social science courses at a New Zealand university. Document analysis and lecturer interviews were used to collect data. The document analysis included writing assignment types, rhetorical functions of writing tasks, and descriptors in marking rubrics. Eight lecturers were interviewed to discuss their expectations of academic writing and perceptions of students' writing problems. It was found that writing tasks require students to construct evidence-based scholarly arguments grounded on concepts from course readings. Students are expected to show their understanding and critical engagement with the readings, select ideas to strengthen their arguments and evaluate authors' arguments. Counter-arguments are not required, but showing an awareness of different perspectives is important. Summarization is important for writing, but it is not often assigned as a stand-alone task in this context. These are the areas which challenge students, according to the lecturers. The findings imply that reading and writing instruction should be integrated, and rigid preformulated forms of writing should not be taught, particularly in high-level writing classes. Students need to be prepared to evaluate sources, integrate source ideas into their own essays, and construct scholarly arguments. Implications are discussed for teaching and assessment of writing as well as assessment of integrated reading and writing.
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  Data: 2025
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  Data: EJ1482124
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      – Type: doi
        Value: 10.1177/13621688221130906
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 3007
    Subjects:
      – SubjectFull: First Year Seminars
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Humanities
        Type: general
      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Writing Difficulties
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: New Zealand
        Type: general
    Titles:
      – TitleFull: First-Year Writing in the Humanities and Social Sciences: Requirements, Expectations, and Perceived Weaknesses
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              Y: 2025
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