I am currently a Lecturer in English Language and Applied Linguistics, working as a member of module teams for the third level EA300 Children’s Literature and E304 Exploring English Grammar in presentation and Masters level EE817 Applied Linguistics [working title] in production.
In addition to my role as Lecturer in DALEL, I am co-ordinator of the PACE (Professional Academic Communication in English) team working with postgraduates face-to-face at the OU. PACE works with the Research School to provide opportunities for research students to develop their academic written and oral communication in a range of areas. As part of this initiative, I co-facilitate the PACE Writing Circle which takes place in the spring months each year. I also run taught workshop sessions on a range of issues relating to academic reading and writing for postgraduate research.
I completed my PhD in 2013. My doctoral research explored the practices of academic teachers in the disciplines in UK Higher Education around undergraduate writing, from teacher perspectives. In the study I adopt an “academic literacies” approach, viewing pedagogies around writing as social practice and employing an ethnographically-oriented methodology to explore teachers’ lived experiences of work around student writing. I was supervised by Professor Theresa Lillis and Dr Mary Lea.
I am currently working on a monograph, based on my PhD research, due to be published by Routledge in 2016/7, and provisionally entitled: Working at the Textface: engaging with student writing in higher education.
Tuck, J. (forthcoming) '"That ain't going to get you a professorship'": discourses of writing and the positioning of academics' work with student writers in UK higher education' in Studies in Higher Education, available at: http://dx.doi.org/10.1080/03075079.2014.999320
Tuck, J. (2012) ‘Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue’ in Teaching in Higher Education, 17 (2) pp. 209-221
Tuck J. (2012) “Academic literacies”: débats et développements actuels. Recherches en Didactiques. Les Cahiers Theodile, No. 14, 159-173
Tuck (2015) ‘ “Doing something that’s really important’”: meaningful engagement for teachers as a resource for transformative work with student writers in the disciplines.’ In Lillis, T., Harrington, K., Lea, M., and Mitchell, S. Working with Academic Literacies: Research, Theory, Design. Bingley Emerald.
Lillis, T. and Tuck, J. (forthcoming) 'Academic Literacies'. In Hyland, K. and Shaw, P. Routledge Handbook of English for Academic Purposes. London: Routledge.
Conference of the European Association for the Teaching of Academic Writing 2015: [Symposium by Language in Higher Education Research Group] What does Academic Literacies do for us? Pedagogising theory and theorising pedagogy.
Writing Development in Higher Education Conference 2014: Hospitable spaces: nurturing effective writing pedagogies in the disciplines
Writing Development in Higher Education Conference 2014: Symposium on Using ethnographic methods to research academic writing
Conference of the European Association for the Teaching of Academic Writing 2013 :
Marginality as resource and barrier: academic teachers bringing writing pedagogies to “other” contexts.
Studies in Higher Education, 41(9) (pp. 1612-1626)
Academic literacies: débats et développements actuels (2012-12)
Recherches en Didactiques. Les Cahiers Théodile(14) (pp. 159-173)
Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue (2012)
Teaching in Higher Education, 17(2) (pp. 209-221)
Lillis, Theresa and Tuck, Jackie
In: Hyland, Ken and Shaw, Philip eds. The Routledge Handbook of English for Academic Purposes. Routledge Handbooks (pp. 30-43)
ISBN : 9781138774711 | Publisher : Routledge
“Doing something that’s really important”: meaningful engagement for teachers as a resource for transformative work with student writers in the disciplines. (2015-06-15)
In: Lillis, Theresa; Harrington, Kathy; Lea, Mary R. and Mitchell, Sally eds. Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on Writing (pp. 195-204)
Publisher : WAC Clearinghouse/Parlor Press | Published : Fort Collins, Colorado
PhD thesis The Open University