Challenges and potentials for writing centres in South African tertiary institutions

 

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dc.contributor.author Archer, Arlene en_ZA
dc.date.accessioned 2014-07-29T08:39:31Z
dc.date.available 2014-07-29T08:39:31Z
dc.date.issued 2010 en_ZA
dc.identifier.citation Archer, A. 2010. Challenges and potentials for writing centres in South African tertiary institutions. South African Journal of Higher Education. en_ZA
dc.identifier.issn 1011-3487 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/3355
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2010, available online: http://reference.sabinet.co.za/webx/access/electronic_journals/high/high_v24_n4_a2.pdf. en_ZA
dc.description.abstract There are many challenges involved in developing and running Writing Centres in tertiary contexts in South Africa. These challenges include recognizing the role Writing Centres need to play in the redress of basic academic literacies. They also involve emphasizing writing as a mode of learning where higher cognitive functions such as analysis and synthesis are developed through spoken and written language. Academic discourse takes a distinct written form, comprising often unspoken conventions which dictate appropriate uses of lexicogrammatical structures. Each discipline also has its own particular 'dialect'. Acquiring these 'foreign' methods of communication poses a challenge to many students, not only English Additional Language students. One of the main challenges for Writing Centres is to provide access to academic and disciplinary discourses through making explicit how texts work in a critical manner, whilst at the same time inducting students into these discourses. This article examines some key tensions in Writing Centre practices in the South African context, including debates about decontextualization, skills versus practices, process versus genre approaches to writing, the challenges and opportunities of the one-to-one. It explores how the Writing Centre at the University of Cape Town tries to address some of these challenges, and looks at the potentials for Writing Centres in tertiary institutions. 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://reference.sabinet.co.za/webx/access/electronic_journals/high/high_v24_n4_a2.pdf
dc.title Challenges and potentials for writing centres in South African tertiary institutions 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. (2010). Challenges and potentials for writing centres in South African tertiary institutions. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/3355 en_ZA
dc.identifier.chicagocitation Archer, Arlene "Challenges and potentials for writing centres in South African tertiary institutions." <i>South African Journal of Higher Education</i> (2010) http://hdl.handle.net/11427/3355 en_ZA
dc.identifier.vancouvercitation Archer A. Challenges and potentials for writing centres in South African tertiary institutions. South African Journal of Higher Education. 2010; http://hdl.handle.net/11427/3355. en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - There are many challenges involved in developing and running Writing Centres in tertiary contexts in South Africa. These challenges include recognizing the role Writing Centres need to play in the redress of basic academic literacies. They also involve emphasizing writing as a mode of learning where higher cognitive functions such as analysis and synthesis are developed through spoken and written language. Academic discourse takes a distinct written form, comprising often unspoken conventions which dictate appropriate uses of lexicogrammatical structures. Each discipline also has its own particular 'dialect'. Acquiring these 'foreign' methods of communication poses a challenge to many students, not only English Additional Language students. One of the main challenges for Writing Centres is to provide access to academic and disciplinary discourses through making explicit how texts work in a critical manner, whilst at the same time inducting students into these discourses. This article examines some key tensions in Writing Centre practices in the South African context, including debates about decontextualization, skills versus practices, process versus genre approaches to writing, the challenges and opportunities of the one-to-one. It explores how the Writing Centre at the University of Cape Town tries to address some of these challenges, and looks at the potentials for Writing Centres in tertiary institutions. DA - 2010 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 - 2010 SM - 1011-3487 T1 - Challenges and potentials for writing centres in South African tertiary institutions TI - Challenges and potentials for writing centres in South African tertiary institutions UR - http://hdl.handle.net/11427/3355 ER - en_ZA


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