This book recommends solutions to the perceived problem that in the U.K., student academic literacy at the university level is declining. It finds current remedial approaches to the problem
misconceived: most models of academic literacy are concerned with academic writing only, which is too narrow. The author identifies the flaws in instruction and university policies and beliefs.
It discusses discipline-specific approaches and how to make those approaches work for all students. Innovative teaching examples are cited. There is a detailed account of the difficulties
students encounter in reading to write, covering both students from the U.K. and international students. The last two chapters propose an inclusive model of academic literacy instruction based
on genre analysis; and report on an intervention using genre analysis for instruction.
