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ima out what the спростатons or antractors are merent comento.
[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. [27] Moreover, as a result of these factors, academic writing in higher education would appear to be more intense and potentially more stressful for students in terms of the need to succeed.
[28] The differences between writing at secondary school and academic writing in higher education have been discussed above, focusing on genre.audience, and purpose. [29] It was argued that adapting to writing in different genres was the major challenge that students face as newcomers to higher education due to the range of different text types they are required to write. [30] In addition to this challenge, firstyear students are writing assignments in less personal learning environments and for much higher stakes. [31] Together, these factors illustrate the most challenging differences between writing at secondary school and academic writing in higher education.
References
Giltrow. J. (2002). Academic writing: Writing and reading in the disciplines (3rd ed.). Peterborough, ONT: Broadview Press.
Johns. A. M. (Ed.). (2001). Genre in the classroom: Multiple perspectives. Routledge.
Strachan, W. (2008). Writing-intensive: Becoming W-faculty in a new writing curriculum. Logan, UT: Utah State University Press.
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