Student perceptions on writing support

Show simple item record Rambiritch, Avasha 2016-03-11T07:06:07Z 2016-03-11T07:06:07Z 2015
dc.description.abstract The value of peer-tutoring has been highlighted in a number of studies. But often the value of such support is lost on, especially, first year students, who perceive such support as an indication that they may be 'lacking' in some way. It is not uncommon to find that attendance at tutorial classes is often low, or not at all, especially if attendance is not mandatory. Worse still is the reality that should students not 'buy into' the idea of such support, or be convinced that such support is valuable, they may not benefit. This particular study looks at one such 'compulsory' tutorial programme, with a view to determining student perceptions to the tutorial programme, as well as to the role of the tutor in helping them improve their (academic) writing. The article highlights the type of writing support provided to students during the tutorials and by their tutors through the use of checklists, feedback and one-on-one consultations. The study is particularly significant, as it allows us the opportunity to evaluate our offerings, not in isolation, but by giving a voice to those most affected by the implementation of such interventions. en_ZA
dc.description.librarian mv2015 en_ZA
dc.description.uri en_ZA
dc.identifier.citation Rambiritch, A 2015, 'Student perceptions on writing support', Journal for Language Teaching, vol. 49, no. 2, pp. 83-107. en_ZA
dc.identifier.issn 0259-9570
dc.identifier.other 10.4314/jlt.v49i2.4
dc.language.iso en en_ZA
dc.publisher South African Association for Language Teaching en_ZA
dc.rights South African Association for Language Teaching (SAALT) en_ZA
dc.subject Academic writing en_ZA
dc.subject Academic literacy en_ZA
dc.subject Tutorial programme en_ZA
dc.subject Tutor en_ZA
dc.subject Writing process en_ZA
dc.subject Writing support en_ZA
dc.subject Peer-tutoring en_ZA
dc.title Student perceptions on writing support en_ZA
dc.type Article en_ZA

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