Volume 11, Issue 1
  • ISSN: 1753-5190
  • E-ISSN: 1753-5204



Academic writing is a staple university practice required across disciplines to determine student success. Despite its ubiquity, however, literacy scholars have long argued that academic writing is both exclusionary and prohibitive. Drawing on the work of literacy scholars we make the case for the use of blogs in higher education as a way of providing a type of inclusive writing or ‘regenring’ that such scholars advocate. To achieve this, we trial the use of a blog in a final-year undergraduate module, employing a mixed-methods approach to explore student perceptions on whether blogging affords them a means to engage with and take ownership of their writing and learning. In keeping with the task we have set our students, we have presented this article using blog-like features.


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