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Shari Dureshahwar Lughmani
Senior Lecturer
Academic Details:
Self-introduction:
I have taught English Literature and Language at secondary and tertiary levels in Pakistan and Hong Kong. Currently, I coordinate the implementation of English Reading and Writing Requirements in the four-year curriculum. My research interests include writing in the disciplines and across the curriculum, creative writing and English language pedagogy.
Qualifications:
MA Linguistics and English Language Teaching (ELT)(UK)
MA English Literature (Pak)
Diploma in Teaching English as an International Language (DipTEIL)Islamabad, Pakistan
Conference Presentations:
Liaison's place in developing writing programmes: Enhancing the steps by Chan Man, Jim Lo, Lucy Chan, Shari Dureshahwar Lughmani on 30/05/2018 at Hong Kong Continuing Professional Development Symposium for University Language Centres 2018, The Hong Kong Polytechnic University, Hong Kong Abstract:
As written disciplinary knowledge represents disciplinary epistemology, writing in the disciplines and across the curriculum, is an outcome of an integrative relationship between writing and knowing (McKeon, 2016; Miller, 1984; Spencer, 1949). A collaborative English Writing Requirement (EWR) programme which is implemented at the Hong Kong Polytechnic University across its general education writing-intensive subjects straddles the spectrum of WAC and WID. Three aspects define the programme: 1) its scale - all university students need to undertake the requirement before they graduate; 2) its collaborative nature - students write two drafts to the English Language Centre teachers for feedback and consultations before they submit final paper to their own subject teachers; and 3) its broadening nature – students cannot take any subject from their own major (Engineers cannot study GE subjects offered by their faculty) thus encouraging them to think beyond the discipline.
This colloquium will explore the ways in we could enhance the liaison process to support our students traverse the complex disciplinary writing they engage in in EWR and provide insight to teachers and policymakers who have been considering enhancing institution-wide writing and put forth a model that has worked in the L2 environment of Hong Kong. Show abstract
EWRite: Supporting WAC writing with open access genre-based materials by Christine Burns, Janice Chan, Shari Dureshahwar Lughmani on 30/05/2018 at Hong Kong Continuing Professional Development Symposium, The Hong Kong Polytechnic University, Hong Kong Abstract:
The Hong Kong Polytechnic University supports students' engagement with writing across the curriculum with its English Writing Requirement (EWR) program; the EWR team facilitates the program, which includes more than 5000 students, 76 courses, 80 professors, and nearly 20 assignment genres yearly, by creating customised writing materials based on the genre approach. These materials include assignment guidelines and checklists for students, and feedback comments for the more than 80 English Language Centre (ELC) teachers who provide feedback on two drafts of writing before students' final submission. Now, these materials are being enhanced and adapted for open access use, and hosted by the PolyU's ELC on a platform dubbed EWRite. We welcome participants to view our progress and share ideas on effective approaches for supporting student writing through genre-based pedagogy and open access materials. Come view our progress! PolyU is sharing genre-based writing support materials on an open access EWRite platform. Genre analyses and guides, checklists, feedback comments, videos and more are being created and adapted from the university's English Writing Requirement (EWR), which facilitates students' general education writing for 20 assignment genres. Show abstract
English across the curriculum: Fostering collaboration by Julia Chen, Lucy Chan, Shari Dureshahwar Lughmani, , Sheena Gardner, Hebe Wong on 26/05/2016 at CELC Symposium, National University of Singapore, Singapore Abstract:
English across the curriculum as a philosophy is widely considered to be the backbone of curricula in schools. Its introduction into the tertiary sector in Asia is relatively recent however. With the re-structuring of secondary and tertiary education in Hong Kong, referred to as the 3+3+4 model, reducing secondary by one year to expand the university curriculum to four years, Hong Kong universities have allocated increased resources towards General Education (GE) provision and literacy. In order to provide impetus for inter-institutional collaboration and relevant pedagogical development, the Hong Kong University Grants Committee, launched the Competitive Funding Scheme on Teaching and Learning 2012-2015. This has resulted in a number of new projects and initiatives that highlight the importance of English across the curriculum. The Hong Kong Polytechnic University (PolyU) is leading three such projects, two of which focus on English Across the Curriculum and Literacy in the Disciplines respectively. Both of these inter-institutional projects explore the literary terrain, and develop systematic and comprehensive resources to support discipline teachers, language teachers and students. In addition, since 2012, PolyU has implemented a university-wide requirement for students to complete a 2,500-word academic writing assignment as part of the GE curriculum. English Language Centre (ELC) staff provide two rounds of detailed written, genre-specific feedback on two drafts of a student's assignment before it is submitted to the GE subject teacher. The support tools and materials provided for students and teachers have been developed by the ELC as part of a comprehensive support model that relies on genre-analysis. The WR initiative has resulted in a significant impact on stakeholders' perceptions about writing and its role in enhancing students learning in their GE and other subjects. Colloquium participants, who are engaged in various EAC initiatives, will express their stances on the role of collaboration in EAC in scaffolding student's language ability at the tertiary level and models of collaboration that have worked in this regard. Show abstract
Supporting Tertiary Students’ Literacy in General Education Subjects: The PolyU Experience by Jim Lo, Shari Dureshahwar Lughmani, Svetlana Chigaeva on 05/06/2014 at The English Language Teaching Unit Conference, Chinese University of Hong Kong, Hong Kong
Projects:
Completed Projects
Developing innovative online language learning support activities for the implementation of English writing Start date: 01/01/2014
Completion date: 31/03/2015
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Developing innovative online language learning support activities for the implementation of English Writing Requirement Start date: 01/04/2014
Completion date: 30/03/2015
Objectives:
The materials and activity development aims to produce interactive online student materials supporting English Writing Requirement provision at PolyU. More specifically, the objectives are to
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raise students’ awareness of academic writing practices across the curriculum
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engage students in interactive learning experiences online to cultivate appropriate transferrable communication skills and practices
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acculturate the values of academic integrity through continuous practice and gradual development of authorial voice
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equip students with the skills necessary to successfully integrate into the multilingual university discourse communities
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Supporting and developing students’ English literacy practices in the disciplines Start date: 01/08/2014
Completion date: 29/02/2016
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Professional Interests:
Writing in the Disciplines
Writing Across the Curriculum
Creative writing
English Langauge Pedagogy
