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required to write different texts such as summaries, response papers, lab reports, and personal reflective essays, following different genre conventions (the rules associated with writing different text types) in each type. [10] The same cannot be said of writing during secondary school.which is less varied and thus less demanding in terms of genre awareness. [11] Through to the final year of secondary education, many students'experiences of writing are limited to far fewer forms of essay writing. [12] Developing genre awareness is perhaps the most difficult challenge first-year students face. [13] Moreover, to write each type of text in an appropriate way, students must also be aware of the expectations of their readers.
[14] The relationship between the writer and the reader (the audience) is the second factor to consider when comparing the demands of writing in secondary and tertiary education. [15] First-year students have to learn to write for different audiences and understand the varying expectations of their readers. [16] If, for example, first-year students are writing for instructors or their teaching assistants in classes of 300 students, the less personal environment may make it difficult to develop awareness of the readers' expectations. [17] Equally, students may be writing for instructors from different disciplines, who may have different expectations about writing and who may lack a formal background in teaching and learning how to write (Strachan, 2008). [18] In contrast, in secondary education, students tend to study in smaller classes, where they have a more personal relationship with their teachers. [19] In such settings, it may be easier to get to know teachers and what they expect in terms of text organization.style, and writing focus. [20] As a result, when making the transition to academic writing in higher education, students need to take extra initiative to find out what the expectations of different instructors are in different contexts.
[21] The third factor to consider is how the purpose of writing can change when students move from secondary to higher education. [22] Normally, in higher education, students are writing to get a good grade as they did at secondary school. [23] However, for many, the stakes are much higher at college or university and the consequences of getting a low grade, much greater. [24] For example, students may need a high grade in prerequisite courses to be accepted later into competitive programs such as business, medicine, and law. [25] Low grades can also result in failing courses, being required to retake them, and meeting the associated extra tuition costs, which can be considerable. [26] When compared to secondary school writing.
high-stakes writing in higher education is more closely linked to academic pathways, future professional goals (Tardy. 2006). and financial
considerations [271 Moranvar as a rosult of those factors academic writing in higher education would anngar to ho mora intanca and potentially
