Formalised postgraduate writing
support centres are a relatively new
phenomenon at the majority of South
African universities and have not yet
been researched intensively. This article,
which forms part of a mandated study,
presents the findings of research into the
nature of postgraduate writing support at
a number of South African universities.
In 2014, an external review into the
throughput rate of undergraduate and
postgraduate students at a particular
South African residential university
was conducted, which concluded that
there was a need for more support
for postgraduate students who were
conducting research. (University X,
2014). Accordingly, a questionnaire was
distributed to writing centres at various
institutions across the country. This article describes practices relating to
staffing, the availability of resources, as
well as the positioning of postgraduate
writing support within or separate
to undergraduate writing centres.
Additionally, findings are presented in
terms of the different modes of delivery
and the related research outputs. While
this article provides an overview of
current best practice at a number of
university-based postgraduate writing
centres, suggestions are also made
concerning an ideal model for the
foundation of such a writing centre at a
large residential university.
Butler, Herman Gustav(University of Pretoria, 2007-09-11)
Academic writing is generally regarded as the most important communication medium through which people in the tertiary academic context choose to communicate their ideas. It is also well known that it is sometimes an arduous ...
Dowse, Cilla; Van Rensburg, Wilhelm(Education Association of South Africa, 2015-02)
Using Design Research as methodology and research design type, this article reports on a research proposal writing
workshop conducted with Education postgraduate students, with the aim of ascertaining the roles that ...
Rambiritch, Avasha(South African Association for Language Teaching, 2015)
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' ...