Supporting achievement and progress in English academic writing courses through exemplars

Much has been written regarding how classroom teachers can support students’ educational achievement and progress. Numerous pedagogic practices, strategies and approaches have been put forward – for instance, cooperative learning, differentiated instruction and inquiry-based learning. While many of these seem innovative and student-centred, and can arouse students’ interests, when it comes to the end of the teaching and learning cycle, there are questions about the extent to which they actually support students’ learning. One issue that receives recurring attention concerns a mechanism that can support achievement and progress, such as developing sustainable feedback practices that promote uptake (see Carless and Bound, 2018; Carless et al., 2011). Drawing on my experience as a teacher and curriculum designer of two academic writing courses (albeit targeting undergraduate students), this case study shares my reflection on, outlines the principles of and illustrates how I dep