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The discussion situates this transformation within Singapore’s English-medium higher education context and the role of the Centre for Communication Skills (CCS-SIT). It outlines SIT’s Integrated Work Study Programme (IWSP), culminating reflection writing requirements, and the varied preparedness of students entering from diploma, A Level, or IB pathways.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is academic writing typically taught in Singapore universities, according to the document?","Question",{"text":62,"@type":63},"Academic writing is usually taught through one or two stand-alone modules in the first year to help students meet assignment writing needs in their disciplines.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is the Integrated Work Study Programme (IWSP) and why is writing important in it?",{"text":67,"@type":63},"IWSP is a structured extended work attachment that includes supervised progress reporting and culminates in a critical reflection report of about 2000 words, which contributes substantially to the total credits.",{"name":69,"@type":60,"acceptedAnswer":70},"Why did CCS-SIT form, and what does the document say about student preparedness?",{"text":71,"@type":63},"CCS-SIT was established to address varying levels of academic writing competence among incoming students, especially differences between polytechnic and pre-university 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Singapore  \nRadhika Jaidev  \nIntroduction  \nThe medium of instruction is English in all universities in Singapore. Typically, in engineering, science, and technology degree programmes, academic writing is taught through one or two distinct or ‘stand-alone’ modules delivered in the first year of students’ undergraduate programmes to help them cope with the writing needs of assignments in their disciplines.  \nOften such modules are designed and delivered by teachers in language and communication centres like the Centre for Communication Skills [CCS] at the Singapore Institute of Technology (SIT), Centre for English Language Communication [CELC] at the National University of Singapore, and Language and Communication Centre [LCC] at the Nanyang Technological University (NTU). Some faculties in these universities may have their own small core of language teachers who specialize in teaching writing that is specific to the needs of students who take their degree programmes, but by and large, teachers at language centres such as the ones mentioned above teach academic writing to students across faculties and disciplines in these universities. This paper describes a process of transformation of the teaching of academic writing to SIT students from using a skills-based approach to one that focuses on knowledge construction (Lillis) and the development of disciplinary values (Latour and Woolgar; Lea and Street; Lea and Stierer; Yancey) at the Singapore Institute of Technology (SIT) .  \nThe Centre for Communication Skills at the Singapore Institute of Technology (CCS-SIT)  \nSIT was established in May 2009 as the fifth autonomous university and the university of applied learning in Singapore which is reflective of the equal emphasis given to classroom teaching of theoretical concepts and the application of those concepts at the workplace, particularly when students serve their compulsory extended work attachment that lasts from six months to a year.  \nThe extended work attachment, referred to as the Integrated Work Study Programme (IWSP), accounts for 20 modular credits and is organized by the Centre for Career Readiness (CCR) of the university. During their IWSP, students are supervised by an academic mentor as well as a work supervisor and are required to submit bi-weekly, written, progress reports, which include the application of their disciplinary content in the projects or tasks at work. At the  \nComposition Studies 49.3 (2021): 145–149  \nend of the IWSP, students are required to submit a critical reflection report of approximately 2000 words, detailing the content knowledge they brought to bear upon the work they carried out, challenges they encountered, how they overcame those challenges, what they could have done better, and how they plan to move forward and build on this learning in the future. This written reflection, along with the oral presentation of it, accounts for approximately 5 credits ofthe total of 20 credits and is, therefore, an important culminating writing task for all SIT students before they graduate.  \nSIT offers over 40 undergraduate programmes in engineering, health and social sciences, chemical engineering and food technology, infocomm technology, and design and specialized business. Approximately 95% of the students at SIT come from having completed a three-year diploma programmeat one of the five polytechnics in Singapore (https://smiletutor.sg/polytechnicsin-singapore-overview-courses-admissions/); a small percentage come in after having completed either the G.C.E ‘A’ Level (home/examinations/gce-a-level) and/ or the International Baccalaureate (Iborganization) .  \nIn general, students who have completed their ‘A’ levels and IB and have written extended essays as part of their curricula, are able to cope better with the writing needs of their degree programmes. By comparison, generally, ","cbCainuMrpBerJml","https://ap.wps.com/l/cbCainuMrpBerJml","pdf",87742,"English","# Introduction\n## The Centre for Communication Skills at the Singapore Institute of Technology (CCS-SIT)\n## Where We Were","[{\"question\":\"How is academic writing typically taught in Singapore universities, according to the document?\",\"answer\":\"Academic writing is usually taught through one or two stand-alone modules in the first year to help students meet assignment writing needs in their disciplines.\"},{\"question\":\"What is the Integrated Work Study Programme (IWSP) and why is writing important in it?\",\"answer\":\"IWSP is a structured extended work attachment that includes supervised progress reporting and culminates in a critical reflection report of about 2000 words, which contributes substantially to the total credits.\"},{\"question\":\"Why did CCS-SIT form, and what does the document say about student preparedness?\",\"answer\":\"CCS-SIT was established to address varying levels of academic writing competence among incoming students, especially differences between polytechnic and pre-university pathways.\"}]","Transforming the Teaching of Writing from a SkillsBased Approach to a Knowledge Construction Approach in a University in Singapore | PDF",1792088565,13]