Sally Mitchell   

+44 (0)20 7882 2833

Sally has a degree in English from Cambridge University, and  a Masters in the Sociology of Contemporary Culture from  the University of York.  Throughout the 1990s she developed ideas about the uses of language and argumentation in education through Leverhulme Trust funded research at Exeter, Hull and Middlesex Universities. In January 2001 she came to Queen Mary to work with Alan Evison on the ‘Writing in the Disciplines’ project. Over time this project became Thinking Writing.

Sally has spoken about the work of Thinking Writing in keynote presentations at a number of conferences, including Writing Development in Higher Education (2006 with David Russell), iPed: International Inquiring Pedagogies (2008, with Lisa Ganobschik-Williams), European Association for the Teaching of Academic Writing (2009), New England Writing Across the Curriculum (2010), the University of East Anglia Teaching and Learning Day (2014), a Symposium on English Across the Curriculum, Hong Kong (December 2014) as part of an inter-institution project 'Professional Development in Enhancing English across the Curriculum'.  

Publications on Thinking Writing

‘Exploiting the potential of writing for educational change at Queen Mary, University of London’ (with Alan Evison) in Ganobcsik-Williams L.(ed) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models.   Hampshire: Palgrave Macmillan, pp. 68-84, 2006.

‘Developing the potential of writing for learning in the university’ (keynote) IX Trobada de Centres D’Autoprenentatge, Universitat Autonoma de Barcelona. Barcelona: Biblioteca de Catalunya, April 2003.

‘Now you don’t see it: now you do. Writing made visible in the university’ Arts and humanities in Higher Education. 9 (2) 153-148, 2010.

Thinking Writing at Queen Mary, University of London (with Teresa McConlogue and Kelly Peake) in Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha (eds) Writing Programs Worldwide: Profiles of Academic Writing in Many Places. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at Published June 30, 2012.

Thinking Critically and Negotiating Practices in the Disciplines (in conversation with David Russell) in Theresa Lillis, Mary Lea, Kathy Harrington and Sally Mitchell (eds) Working with Academic Literacies: Case studies towards transformative practice. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at: Published June 15 2015. Print Publication November 6 2015. 

Publications on argument, language and reasoning in post-compulsory education

Editor with Theresa Lillis, Mary Lea and Kathy Harrington Working with Academic Literacies: Case studies towards transformative practice. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at: Published June 15 2015. Print Publication November 6 2015. 

‘A reflexive approach to interview data in an investigation of argument’ (with Paul Prior, Rebecca Bilbro, Kelly Peake, Beng Huat See and Richard Andrews) in International Journal of Research and Method in Education, 31 (3), 229- 242, 2008.

‘Developing a toolkit for tackling academic discourse’ in Learning to Read Critically in Language and Literacy, ed. A. Goodwyn and A. Stables, 65-85. London: Sage, 2004.

Essays in Argument (with Richard Andrews) London: Middlesex University Press, 2001.

Learning to Argue in Higher Education (edited with Richard Andrews)  Portsmouth NH: Heinemann Boynton/Cook, 2000

Improving the Quality of Argument in Higher Education: Leverhulme Final Report, (with Mike Riddle) School of Lifelong Learning & Education, Middlesex University, 2000. (available from TW)

Competing and Consensual Voices: the theory and practice of argument (edited with Patrick Costello). Clevedon: Multilingual Matters, 1995.

The Teaching and Learning of Argument in Sixth Forms and Higher Education: Leverhulme Final Report. Centre for Studies in Rhetoric, Hull University, 1994.

Publications on language, the arts and their assessment

‘Beyond the schooled form and into the discipline: an introduction to writing-intensive courses in UK Humanities’. Arts and humanities in Higher Education. 9(2)185-189. 2010.  This article is an introduction to two contributions by QMUL colleagues: Catherine Maxwell and Kirsteen Anderson.

‘Speculations on Language & the Arts’ in Journal of Aesthetic Education, 35, 2, 2001

‘Making Dances, Making Essays’ 2000 (with V. Marks-Fisher, J.Harding & L.Hale) in Student Writing in Higher Education: New Contexts. Ed. Lea, M. & Stierer, B 86-96. Buckingham: Open University Press.

‘Institutions, Individuals and Talk: the construction of identity in Fine Art’ in Journal of Art and Design Education, 15, 2. 1996

Assessing Achievement in the Arts (with Malcolm Ross, Hilary Radnor, & Cathy Bierton). Buckingham: Open University Press, 1993.

‘Assessing Achievement in the Arts’ (with Malcolm Ross) in British Journal of Aesthetics 33 (2) 99-112, 1993.