Degenerative Academic Values in Ascertaining Student Literacy
In this modern age, the societal conditioning inherent in the broader context of cultural assimilation and social conditioning prevalent in modern day society, Australian niversities no! employ societal conditioning teaching the belief that traditional "nglish language comprehension is perceived as being outdated and irrelevant as against modern social constructs# Approach to and consideration of the teaching practices in Australian universities is implicitly concerned !ith a stringent adherence to the modernistic interpretation of academic literacy s$ills# %his ne!&age approach is dissociative in its application of generalised vie!s as against traditional literacy s$ills# 'hilst some academic authorities are exacting in their coherence !ith modernistic vie!s such as (deficit&profiles( and sociocultural definitions of university students, these models are essentially assumptions as to the predisposition and subse)uent capacity of students !ithin the environment of an Australian university institution# %his ideology, as applied to academic literacy, the importance and necessity of t!o ma*or and predominant literacy based attributes+ high&level academic reading,comprehension s$ills and strong grammatical !riting s$ills, are broadly overloo$ed in the )uestionable *ustification that (%he traditional and generally implicit models of academic literacy are often considered benign and neutral#( -.enderson and .urst /001, 23 %his ideology in itself is blatantly conflicted+ clearly it is a degenerative and highly fla!ed interpretation of ho! Australian university students must develop academic literacy pertinent to modern society# In regards to any extraction or profile of student, it is clear that irrespective of their culture or socioeconomic position, they !ill truly benefit from strong competency levels in reading and !riting# %his modern&age permutation !ithin Australian universities has evolved into an unnecessary generalisation in a sociocultural sense+ it has stripped students of their ultimate potential in development of academic literacy s$ills such as high&level reading and !riting# %herefore, academic literacy and competency at a high standard in the measure of academic reading and !riting is absolutely imperative to all types of students at Australian universities+ as a time&established foundation of academic ability, academic reading and !riting s$ills undoubtedly underpin and comprise the essence of Australian university students !ho strive for perfection and progressive improvement in the dynamic proficiency, tenacity, refinement and precision in the composition of their academic !or$s# A conflicted vie! of deficit&profiles and perceptions of (disadvantaged( students, as they are applied to individuals and their social or cultural situations, is purportedly evidenced by the idea that (4ompetence !ith academic language and particular discipline&based reading and !riting practices !as e)uated traditionally !ith being intelligent and erudite#( -.enderson and .urst, /001, 53 %his statement carries !ith it a re)uisite predetermination and adoption of the belief that someho! reading and !riting practices, as developmental tools for academic literacy in these specific s$ill sets, are apparently no! obsolete in application of a modern&age perspective on academic literacy re)uirements# %he reasoning given for this assumption is that, according to the same authors, ('e need to )uestion !hether university sub*ects are providing opportunities for students to engage !ith the literacy practices that are relevant to their societal needs#( -.enderson and .urst, /001, 53 %he authors of this academic !or$, in substantiating their vie! on the seemingly outdated practice of traditional, discipline&specific academic literacy s$ills, are )uoted as determining that the social needs of students are of higher value and importance than application of proficient reading and !riting s$ills# %he authors of the above academic !or$ dra! on vague social parameters as the basis of their denunciation of the traditional s$ills of reading and !riting# %herefore, !hile the authors of this !or$ may argue that their vie! on a revised literacy model is holistic and accomodative in prioritising social needs of students above the necessity of university&level competence in reading and !riting s$ill levels, it is seen as fla!ed# %he rationale that social constructs, as a contextual point of difference and inhibiting factor limiting student ability, are given higher importance as against the positive and constructive development of academic literacy s$ills in the case of Australian university students, may be assessed as unsubstantiated and inconclusive in its direction# %his concept detracts from the importance of developing strong academic literacy s$ills, as !ell as being implicitly negative and discriminatory !hen applied to sociocultural issues prevalent in modern society# Academic reading and !riting s$ills should be cherished as a developmental tool !hich produce successful results, and nothing else# All students should be encouraged to develop these s$ills, regardless of their bac$ground# Subse)uently, incorporation of such (deficit profiles( and socioeconomic categori6ation of students as pertaining to their cultural, linguistic or racial bac$ground !ithin a socioeconomic context as a barometer for learning capability, is nonchalant and misguided at best# Moreover, this attempt as a credible and reliable measure of any students scholastic potential and future development is a gross misinterpretation of the value of academic literacy as a concept# .igh&level academic literacy, in application to both socially privileged and challenged students, is important and valuable# %he intrinsic, time&proven and traditional measures of an Australian university student(s academic success, !hich includes aptitude and excellence in the application of academic literacy, are constituted by strong academic reading and !riting s$ills# As evidenced by a recent study at the niversity of 7otre Dame in 8remantle 'estern Australia & (Academic literacies re)uire all students to be able to read and !rite using and understanding the conventions and genres of academic !riting#( Pass is not a pass -Mc7aught and McIntyre, /001, 23 A similar, related academic !or$ by the same authors also states that (%he identification of e)uity groups and subgroups such as non&"nglish spea$ing bac$ground, lo! socioeconomic status, rural and isolated students, can also provide opportunities for proactive support being in place#( -Mc7aught and McIntyre, /02/, 23 An academically literate student possesses high developmental levels of grammatical s$ill and application to essay !riting for the purpose of articulating and constructing sound arguments# %he development and establishment of the specific s$ill of academic !riting, as an example in this case of improving literary proficiency, is evidenced in the follo!ing extract: (Analysis of essay !riting confidence !as conducted to examine if confidence levels differed in this cohort based on gender, current course, or entry to university#( -Mc7aught and McIntyre, /02/, 13 %he subse)uent results !ere collated in the pursuit of a sound and result driven strategy !hich aims to encourage and assist in the development of essay !riting s$ills for university students# %his consultative approach is fantastic as it allo!s for students to express their o!n confidence levels, set against the positive bac$drop of essay !riting improvement and development# %his is truly a valuable strategy that assists in student achievement+ the approach is instrumental in the development and reali6ation of the upper limits of a student(s potential, and it proves that students thrive on !riting as a life s$ill and academic literacy# %his example sho!s that reading and !riting as specific demonstrative examples of academic literacy is prevalent and necessary in all situational applications+ this reading and !riting literacy pertains to any Australian university student, irrespective of their bac$ground# It also demonstrates that social and cultural diversity is not seen as a restriction, rather a developmental opportunity in terms of the inherent potential that a student possesses, and this diversity may be used to deliver specific modes of support for students !ho are encouraged in correctly pursuing the highest levels of academic literacy in reading and !riting# %he correct pursuit of reading and !riting as competencies is invaluable to this day# %he academic !or$s included in this paper are referenced as having established the existence and prevalence of deficit models in some specific cases+ ho!ever, the crucial difference is that they positively use these categori6ations of particular students to create further developmental opportunities in teaching students concurrent !ith their social and cultural bac$grounds# Academic reading and !riting is competency is a collective s$ill set !hich, in perpetuity, allo!s for consistent self&betterment and analysis# Most importantly the application of proficiency and articulation in high&level reading and !riting s$ills in these examples is readily applied to the academic learning environment and to society in general# As such, they target and emphasise the re)uired literacy s$ills that are of importance to each students developmental potential, and avoid discriminating against students because of their social bac$grounds and cultural dispositions+ conversely, they perceive these conditions as attributes !hich contribute to a consultative learning process# %his positive approach relies on establishment of consultation !ithin the students social and cultural identities, and is pertinent to individual students situational needs in $eeping !ith specific development of academic literacy# In many cases, the student(s academic s$ills are identified and established as reading and !riting proficiencies# Students must ultimately al!ays strive to develop their reading and !riting s$ills to the best of their ability# Reference List Using core academic literacy course results to create a profile for potentially at risk students