The chapter examines the underlying and implicit theoretical frames about writing that academic staffs are using to inform Leamary R., StreetBrain own practice and, specifically, their advice to students about how to write in higher education. The chapter focus upon the guidelines on writing that are provided for students in different fields and what they might tell you about such underlying models. Their see as linked to three levels of practice in higher education: institutional, disciplinary, individual. Students access these models through analysis of the ways in which they are embedded in written texts and via interviews. It illustrates two contrasting case studies to explicate in more detail the distinctions between the levels that they are making in the reading of these texts. Both Tutor A and Tutor B were long-term members of permanent academic staff teaching in interdisciplinary subject areas: in one case, Business Studies, and in the other, European Studies.
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