Xenolexia’s positivity: the alterity of academic writing and its pedagogical implications

This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Author, 2020). Complementing this theoretical base, this paper examines xenolexia’s positivity and its ability to both analyse and propose specific academic writing pedagogies in today’s challenging HE context(s). Drawing on data from students/teachers of academic writing (n=33), this paper uses xenolexia aetiologically and practically. Aetiologically, I identify and categorise different sets of practices in terms of the way they respond to this positivity as two pedagogical tropes: the material and its affective counterpart. Practically, I discuss pedagogical practices associated with these tropes in the light of the data. My conclusions about the extent to which each contributes to the development of academic writing link the latter to the current context of teaching and learning in higher education, challenging approaches based on identity with more productive material, affective alternatives.