Academic literacies and the tilts within: the push and pull of student writing

A theoretical understanding is offered to help explore how students attempt reconcile divergent narratives around the purposes of Higher Education in relation their own writing. Drawing from twin notions centripetal and centrifugal forces, paper discusses ways that both follow resist convention writing, reasons for doing so. In revealing intricate oscillation between restrictive expansive writing approaches, research suggests ‘tilt’ according a diverse broad higher education learning. Derived semi-structured interviews with undergraduate at pre-1992 university, challenges over-emphasis placed on consumeristic agendas provides insights beneficial practitioners involved supporting assessing student Education.