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Arts and Humanities in Higher Education, Vol. 3, No. 1, 81-93 (2004)
DOI: 10.1177/1474022204039646

School to University

An Investigation into the Experience of First-Year Students of English at British Universities

Keverne Smith

College of West Anglia, King’s Lynn, UKksmith{at}col-westanglia.ac.uk

This article continues the debate about the transition from school to university begun in the international forum in volume 2(1) of this journal and developed in the thoughtful response from Michael Marland in volume 2(2). It examines some of the many points made there in relation to students’ own views. Interested colleagues at different institutions were invited to issue a short questionnaire to first-year undergraduates studying English, to discover how well prepared they felt for specified aspects of this transition. Some of the outcomes have discipline-specific implications, but others may be applied more widely. The article focuses on students’ responses to the different teaching methods used, the amount of reading required of them, and essay writing. It identifies areas where the transition is fairly smooth, but highlights others where student responses suggest that all those involved, including policy makers and politicians, need to rethink.

Key Words: access • English • higher education • preparedness • quality education • teaching methods • transition


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