university culture

Reference : Nevile , M (1996 ) `Literacy culture shock : Developing academic literacy at University in Copyright Agency Limited . 19 no .1 Retrieved March 24 , 2008 . pp . 38-51

The study of Neville looks in the way of addressing academic literacy within the University level . He highlighted several important factors that make such feat difficult for students to achieve . In this I describe examples of students ' difficulties in developing academic literacy , and show how these difficulties relate not only to students own developing understanding of academic Discourse but also to their awareness of themselves as

apprentices of it (Neville , 1997 ,

. 40 It is through this that the author mentioned the factors of truly understanding the nature of reading and writing among students that impedes such process . For many students , difficulties with academic literacy most immediately concern the actual process of reading or writing rather than what is finally produced (Neville , 1997 ,

.40 ) It is through these issues that both the content and final product outputs are compromised

It is through this that he highlights the different facets both in reading and writing that seems to be problematic . With this , he interpreted the understanding of academic culture as a means of addressing such deficiency in writing skills . Academic culture is concerned with the development and communication of knowledge , and academic writing has evolved to meet the needs of culture (Neville 1997 ,

.41 ) On the other hand , in relation with reading , the author argued that there needs to be better insights on how reading should be among students . They must themselves become academic readers , and so treat reading not as mere preparation for writing - productive , but passive and safe - but critical and active process itself (Neville 1997 ,

.41 ) In the end , Neville argued that students - if such actions continue to be present within the educational system , may experience difficulties coping with these standards . It is time for academic literacy , literacy at the tertiary level , to take a legitimate place on the political and educational agenda (Neville , 1997 ,

.49

Reference : Burke , D .J (1995 ) `Connecting Content and Motivation Education 's Missing Link ' in Peabody Journal of Education . 70 no . 2 Retrieved March 24 , 2008 . pp . 66-81

Establishing the need for educational motivation within the content of teaching is what Burke emphasizes in the article . He sees the foundation of learning to be linking and finding the gap between content within the curriculum and motivation for both students and teachers . After which he pointed out the problem concerning the presumption that content and motivation should be treated separately . Unfortunately for students and teachers , perhaps equally so for learning , until separate and unequal treatment of the content-motivation relationship is replaced by their colligation , academic achievement should not be expected to rise significantly (Burke , 1995 ,

.70

After such analysis and explanation of the problem , he then pursues the importance of motivation in educational institutions . Motivation is always in `potential form ' until it impels or ignites activity (Burke , 1995 ,

.70 ) He highlights the...