Writing and attainment in creative arts curricula: Establishing and interpreting a new evidence base
Abstract
This article presents initial analyses of degree attainment data, which reveal important questions surrounding writing for academic and other purposes in creative arts education. It reflects on phase one of an ongoing exploratory enquiry into the relationship between assessed writing and undergraduate attainment of first class and 2.1 as the final grade of the degree. Prompted by students’ increasing requests for support in ‘academic’ writing, this study was initiated within a project at the University of the Arts London, addressing the lower degree attainment levels of UK ethnic minority and International students compared with white British and home/EU students. By identifying genres within assessed writing and their impacts on students’ grades, the study revealed the complexity of writing as a factor in attainment in creative arts, suggesting areas for further enquiry.
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