Academic Writing Instruction for Creole-Influenced Students

Vivette Milson-Whyte


The Best Research Publication, Department of Language, Linguistics and Philosophy, UWI, Mona, 2016

Next Generation Indie Book Awards, Education, Finalist, 2017

Pages and Dimensions: 
288pp 6 x 9



See Table Of Contents View Excerpts

US$45 (s)


Academic Writing Instruction for Creole-Influenced Students embraces the interconnections of language use in society, language teaching in schools, and writing in higher education. In it, Vivette Milson-Whyte draws on discourse analysis of archival   materials and data gathered from questionnaires and interviews with past and current writing specialists and on comparison/contrast analysis of Jamaican and US and UK  teaching and scholarship in rhetoric and composition/academic writing/literacy in English to provide an in-depth survey of over six decades of instruction in written discourse    offered to Creole-influenced Jamaican students – students who are influenced by Jamaica’s Creole language but who are not all Creole-speaking – on the Mona campus of the University of the West Indies.

Given its highly comparative nature, its comprehensive examination of curricular  practices that can be adapted in other institutions and its practical suggestions for  dismantling writing myths and adopting a progressive view of writing, Academic Writing Instruction invites academics and administrators at the University of the West Indies and other universities and policymakers in education in Jamaica to reflect on how  Creole-influenced students do language, what academic writing is, how it is learned, what an academic community is, and who gets admitted into it and how.

This first full-length book to examine the history of writing instruction and attitudes to it in the Creole-influenced Jamaican higher education context will also be of use to scholars of applied linguistics, language education, literacy, and rhetoric and composition as well as general readers with an interest in international trends in postsecondary education or in how writing works.

“The scholarship is wonderfully broad and deep. . . . This work stands alone, informing other publications.”

—Victor Villanueva, Regents Professor, Department of English, Washington State University

“[Academic Writing Instruction for Creole-Influenced Students] is without any clear parallel in existing scholarship. . . . The arguments are tight, carefully supported, and elegantly presented. The prose is lively, vivid, and nuanced. . . . a scholarly coup.”

—Bruce M. Horner, Endowed Chair in Rhetoric and Composition, Department of English, University of Louisville

VIVETTE MILSON-WHYTE is Lecturer, Department of Language, Linguistics and Philosophy, University of the West Indies, Mona, Jamaica.