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 In this exclusive article, Kay-Ann provides a roadmap for new and returning students, revealing the key differences between high school and university writing, the common pitfalls new students face, and effective strategies she uses to build confident, capable, and ethical communicators prepared for the rigorous demands of university academics.

How long have you been an educator for?

I have been an educator for over two decades, teaching across Jamaica, the United States, and Canada. These experiences have allowed me to work with learners from a wide range of linguistic, cultural, and academic backgrounds, including at-risk students, early readers, in-service educators, international students, and adults preparing for post-secondary study. Each setting has strengthened my belief that teaching is transformational, helping students see themselves as capable and resilient communicators. Every experience continues to refine my teaching practice and deepen my understanding of how language, literacy, identity, and culture intertwine with learning for equity and student success.

How has your diverse educational experience informed your approach to teaching the academic writing skills required for success at a university like ���������鶹�þ��ۺ�? 

My teaching across multiple countries has shown me that writing is both a tool of access and identity. In multilingual and multicultural learning settings, mature students returning to education, first-generation university entrants, and international learners often experience deep transformation. Many describe this course as helping them become more capable, disciplined, and confident communicators who can write with clarity, coherence, and academic precision.

Through weekly scaffolds, we focus on transferable skills such as developing strong thesis statements by integrating other voices while maintaining one’s own, and therefore learning to paraphrase effectively. 

These conventions strengthen credibility, organization, and documentation as written and ethical practices. As one student reflected, “I used to write to complete assignments, but now I understand that solid writing starts with organization, planning, and citing sources properly.” This kind of growth in confidence is at the heart of my teaching.

What is the key difference between the writing expected in high school and the writing you teach students to produce for ���������鶹�þ��ۺ�? 

In high school, students often write to demonstrate understanding. At the university level, writing becomes a process of inquiry and contribution. The shift is from demonstrating knowledge to constructing it.

This transition can be challenging for students who are used to formulaic writing. Through the use of scaffolds, modeling and guided feedback, students learn to construct meaning rather than merely restate information. Many international and first-generation learners also find academic conventions unfamiliar or intimidating, so this approach helps students avoid accidental plagiarism while developing integrity and confidence in their academic voice. 

In your experience, what are the most common writing pitfalls students transitioning from high school make, and how does this course help students overcome these challenges?

The most common pitfalls include an overreliance on personal experience and uncertainty about tone and citation. Many students also struggle with time management and the assumption that good writing happens in a single draft. In this course, students learn to plan, draft, and revise systematically. The course’s spiral design and qualitative feedback help them view revision as a normal and empowering part of the writing process.

One student noted that the course “taught me that writing isn’t hard when I break it into small steps,” which reflects how scaffolding supports autonomous learning in an asynchronous format. We also address academic integrity early, reframing MLA formatting and documentation as a way to acknowledge others’ contributions and to safeguard one’s own credibility. This approach helps multilingual and returning learners alike develop ethical and confident scholarly habits. 

Can you share an example of a core writing or composition skill taught in this course that students can immediately apply across different academic disciplines? 

In Week 6, students learn to evaluate the credibility of sources, maintain a source trail, and apply signal phrases and parenthetical citations. They also learn to distinguish between common knowledge and citable information through quick “audience” and “specificity” tests, which strengthen their discernment across fields.

This skill pairs naturally with developing a focused thesis statement, developing signal phrases, and paraphrasing. Together, these conventions help students structure their writing in a way that supports transferability across disciplines. One student remarked, “I used to write with too many fancy words, but now I understand how to get straight to the point [by removing clutter].” That awareness of clarity and organization reflects the growth of voice, discipline, and critical thinking we aim to cultivate.

What elements from teaching effective writing to diverse learners do you incorporate into your ���������鶹�þ��ۺ� course to help native and non-native speakers, who may also struggle with complex academic writing, find their effective writing style and confidence? 

My teaching approach draws from sociolinguistics and culturally sustaining frameworks that encourage students to see writing as both personal and communal. I use mentor texts, annotated examples, and modelled transitions to help all students, both native and non-native speakers, understand how meaning and structure work together.

Feedback loops are built into the process to help students recognize their growth. This approach mirrors my own cross-cultural journey teaching in spaces where English coexisted with other languages and vernaculars, allowing me to model the adaptability and open-mindedness I ask of them. Why do you feel this course is such a great way for students to prepare for the writing demands of university?

This course is both a bridge and a mirror. It bridges the gap between high school and university expectations while reflecting students’ growing confidence as thinkers and writers. Through lessons on MLA documentation, genre analysis, and persuasive technique development, students learn clarity, organization, and integrity.

More importantly, they learn to trust their process. By the end of the course, many experience a quiet transformation as they begin to write not only because they have to, but because they now have the tools and confidence to express ideas effectively. 

What is the single most important piece of advice you offer students taking "Writing Skills for Academic Success" to ensure they get the maximum benefit from the course and feel truly prepared for their academic journey? 

Writing is a practice; developmental even. I encourage students to stay curious, lean on their personal experiences, seek feedback, and trust the process of drafting and revising. The best writing grows from the willingness to begin, make mistakes, and learn from them. 

Is there anything else you’d like to add? 

Every student enters this course with a unique lens shaped by culture, language, life experience, and expectations. In addition to clarifying the expectations, my role is to help them translate that into academic expression without losing their authenticity. When students realize that voice and structure can coexist, they begin to see themselves as co-constructors of knowledge rather than mere consumers of it.

Ready to master academic writing? The course is 100% online and helps students build the essential skills -- from critical reading to grammar and ethical writing practices -- necessary to succeed in the demanding inquiry-based and analytical writing required across all academic disciplines.

Kay-Ann reminds us that writing is a practice -- a journey of building confidence and competence. Don't just survive university writing, transform your skills and become a co-constructor of knowledge. Stop delaying your success, click the link to start your journey today!