Teaching Academic Writing Skills in Ghana: A Professor’s Perspective

Introduction

Academic writing represents one of the most challenging yet essential skills for students pursuing higher education in Ghana. As an experienced professor who has authored and co-authored over 300 peer-reviewed articles and books, I’ve witnessed firsthand the struggles students face when transitioning from secondary education to university-level writing expectations. This article explores the complexities of teaching academic writing in Ghana’s diverse educational landscape and offers practical solutions for both educators and students.

Key Points

Background

The landscape of higher education in Ghana presents unique challenges for academic writing instruction. Students enter university from varied educational backgrounds—some from English-speaking (Anglophone) systems, others from French-speaking (Francophone) or Spanish-speaking (Hispanophone) contexts. Additionally, many are adult learners who completed their formal education over a decade ago and struggle to recall fundamental writing principles.

This diversity creates a complex teaching environment where instructors must address multiple skill levels simultaneously. The traditional university semester structure, typically lasting 15-16 weeks, often proves insufficient for developing the comprehensive writing skills necessary for academic success. Furthermore, the pressure to pass examinations frequently overshadows the deeper learning objectives of developing critical thinking and analytical writing abilities.

Analysis

The fundamental challenge in teaching academic writing in Ghana stems from a disconnect between students’ current capabilities and the sophisticated demands of university-level scholarship. When I inform students that mastering academic writing typically requires at least 10 years of dedicated practice, their reactions range from disbelief to anxiety. This reaction reveals a broader misunderstanding about the nature of academic writing as a skill that develops gradually through consistent practice and mentorship.

The linguistic diversity among Ghanaian students adds another layer of complexity. Students transitioning from Francophone or Hispanophone educational systems must not only adapt to English-language instruction but also learn the specific conventions of academic English writing. This includes understanding complex grammatical structures, proper citation formats, and the logical organization of scholarly arguments.

Technology has emerged as a crucial tool in addressing these challenges. Voice typing features in applications like Google Docs enable students who struggle with traditional writing methods to produce substantial content. When combined with plagiarism prevention strategies—such as requiring students to read source material and then dictate their understanding without referring to the original text—these tools help students develop original thinking while avoiding academic dishonesty.

Practical Advice

For students struggling with academic writing, several practical strategies can accelerate the learning process:

**Embrace Technology Tools**: Utilize Google Docs’ voice typing feature to overcome writing anxiety and produce initial drafts. This approach is particularly beneficial for students who have difficulty translating their thoughts into written form.

**Develop Reading Habits**: Despite students’ claims of not reading, research indicates they spend approximately 1.5 hours daily consuming content on social media. Redirecting even a portion of this time toward academic reading can significantly improve writing skills.

**Use Grammar Assistance**: Leverage tools like Grammarly.com or similar applications to identify and correct grammatical errors. These tools serve as valuable learning aids, helping students recognize patterns in their writing mistakes.

**Practice APA Formatting**: Familiarize yourself with the American Psychological Association (APA) 7th Edition referencing style early in your academic career. Consistent application of proper citation formats prevents plagiarism and develops scholarly writing habits.

**Seek Writing Support**: Take advantage of university writing centers or consider professional writing services when necessary. These resources provide personalized feedback and guidance that classroom instruction alone cannot offer.

For educators, establishing dedicated writing centers within universities represents a critical investment in student success. These centers provide supplementary instruction, one-on-one tutoring, and resources that complement traditional classroom teaching. Given that lecture sessions alone prove insufficient for developing comprehensive writing skills, writing centers fill an essential gap in the educational ecosystem.

FAQ

Conclusion

Teaching academic writing in Ghana requires a multifaceted approach that acknowledges the diverse backgrounds of students while providing practical tools and support systems for skill development. The integration of technology, establishment of writing centers, and emphasis on consistent practice can transform the academic writing landscape in Ghanaian universities.

The current publication rate of 0.5 articles per lecturer annually underscores the urgent need for systemic improvements in academic writing instruction. By implementing comprehensive writing support programs and leveraging available technological tools, Ghanaian universities can cultivate a new generation of scholars capable of producing high-quality academic work that contributes meaningfully to global scholarship.

The journey to mastering academic writing may be long and challenging, but with the right support systems, resources, and mindset, every student can develop the skills necessary for academic success. The key lies in enjoying the learning process, embracing available tools, and maintaining consistent practice over time.