Investigating the effect of writing centre intervention on student writing.

 

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dc.contributor.author Archer, Arlene en_ZA
dc.date.accessioned 2014-07-29T08:39:30Z
dc.date.available 2014-07-29T08:39:30Z
dc.date.issued 2008 en_ZA
dc.identifier.citation Archer, A. 2008. Investigating the effect of writing centre intervention on student writing. South African Journal of Higher Education. en_ZA
dc.identifier.issn 1011-3487 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/3354
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2008, available online: http://dx.doi.org/10.4314/sajhe.v22i2.25784. en_ZA
dc.description.abstract Writing is one of the main means of assessment in tertiary institutions and helping students with writing could improve their overall academic performance and could ensure that students proceed to graduation. More and more, Academic Development initiatives are being 'driven to demonstrate their ""success"" by substantiating the rhetoric of their mission statements with researched evidence of performance' (Yeld and Visser 2001,6). This article describes in detail one study investigating Writing Centre interventions by looking at improvement in assessed writing in the context of the curriculum. The context-embedded nature of the methodology coheres with an 'academic literacies' approach to student writing (Lea and Street 1998), rather than a skills-based approach. The study was achieved through interviewing forty first year students on their perceptions of the Centre and its influence on their writing; looking at consultants' comments; looking at grades; comparing independent assessments of the students' first and final drafts. This multi-faceted approach enabled a holistic and contextualized picture of student writing to emerge. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source South African Journal of Higher Education en_ZA
dc.source.uri http://dx.doi.org/10.4314/sajhe.v22i2.25784
dc.title Investigating the effect of writing centre intervention on student writing. en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Archer, A. (2008). Investigating the effect of writing centre intervention on student writing. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/3354 en_ZA
dc.identifier.chicagocitation Archer, Arlene "Investigating the effect of writing centre intervention on student writing." <i>South African Journal of Higher Education</i> (2008) http://hdl.handle.net/11427/3354 en_ZA
dc.identifier.vancouvercitation Archer A. Investigating the effect of writing centre intervention on student writing. South African Journal of Higher Education. 2008; http://hdl.handle.net/11427/3354. en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - Writing is one of the main means of assessment in tertiary institutions and helping students with writing could improve their overall academic performance and could ensure that students proceed to graduation. More and more, Academic Development initiatives are being 'driven to demonstrate their ""success"" by substantiating the rhetoric of their mission statements with researched evidence of performance' (Yeld and Visser 2001,6). This article describes in detail one study investigating Writing Centre interventions by looking at improvement in assessed writing in the context of the curriculum. The context-embedded nature of the methodology coheres with an 'academic literacies' approach to student writing (Lea and Street 1998), rather than a skills-based approach. The study was achieved through interviewing forty first year students on their perceptions of the Centre and its influence on their writing; looking at consultants' comments; looking at grades; comparing independent assessments of the students' first and final drafts. This multi-faceted approach enabled a holistic and contextualized picture of student writing to emerge. DA - 2008 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 SM - 1011-3487 T1 - Investigating the effect of writing centre intervention on student writing TI - Investigating the effect of writing centre intervention on student writing UR - http://hdl.handle.net/11427/3354 ER - en_ZA


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