In-house writing support: who uses supplemental resources, and how, and for what purpose?

In the US, supplemental writing resources have played a strong role in higher education, emphasizing nondirective peer tutoring, but recent initiatives have developed discipline-specific teaching-oriented resources, which have yet to be adequately analyzed. The present study analyzes data on student...

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Bibliographic Details
Published in:Teaching in higher education 2021-02, Vol.26 (2), p.265-282
Main Authors: Kilgore, Christopher D., Cronley, Courtney
Format: Article
Language:English
Subjects:
Academic Support Services
Behavior Patterns
College Faculty
College students
Content Area Writing
Departments
Expertise
Graduate Students
Help Seeking
Minority Serving Institutions
Peer tutoring
Preferences
Remedial education
rhetorical genre
Social Work
State Universities
Student Characteristics
Student Needs
Student writing
Supplementary Education
Teacher Influence
transfer
Undergraduate Students
Writing Assignments
writing center
writing expert
Writing instruction
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Summary:In the US, supplemental writing resources have played a strong role in higher education, emphasizing nondirective peer tutoring, but recent initiatives have developed discipline-specific teaching-oriented resources, which have yet to be adequately analyzed. The present study analyzes data on student use of one such service (N = 2,353 appointments with 865 students over 5 years). We sought to determine which students attended appointments, and for what purposes. As hypothesized, results showed that these students' characteristics and purposes in seeking help differed from those commonly seen in writing center research. For faculty, results suggest that students may need more instruction on audiences and contexts for writing, and that faculty recommendations do seem to play a role in how students seek additional help. For administrators, results suggest that students may benefit from discipline-specific supplemental teaching, in more venues and from staff with more subject expertise than is commonly available in writing centers.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2019.1657397