- Title
- Designing writing groups to support postgraduate students’ academic writing: a case study from a South African university
- Creator
- Wilmot, Kirstin
- Date Issued
- 2018
- Date
- 2018
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/66267
- Identifier
- vital:28926
- Identifier
- https://doi.org/10.1080/14703297.2016.1238775
- Description
- publisher version
- Description
- This paper reports on a writing group pilot programme implemented at a South African university. Drawing on literature, anonymous student evaluations and facilitator observations, it discusses the use of writing groups for supporting postgraduate academic writing practices. Developed within a broader postgraduate academic writing support programme, the paper discusses a case study of two pilot writing groups: a multidisciplinary long-term group and a disciplinary short-term ‘writing-intensive’ group. The findings indicate that the overall experience of the writing group was a positive one, with each group presenting varied ‘success’ aspects as well as challenges. Insights gleaned may contribute to our understanding of how these groups can be utilised to support postgraduate students and how different kinds of groups can be developed to serve particular student needs. The paper concludes with a discussion of the inclusion of a disciplinary expert, which proved particularly useful in this pilot.
- Format
- 9 pages
- Format
- Language
- English
- Relation
- Innovations in Education and Teaching International
- Relation
- Wilmot, Kirstin.(2018) Designing writing groups to support postgraduate students’ academic writing: A case study from a South African university, Innovations in Education and Teaching International, 55:3, 257-265, DOI: 10.1080/14703297.2016.1238775. To link to this article: https://doi.org/10.1080/14703297.2016.1238775
- Relation
- Innovations in Education and Teaching International volume 55 number 3 257 265 2018 1470-3300
- Rights
- Taylor and Francis Group
- Rights
- Use of this resource is governed by the terms and conditions of the Innovations in Education and Teaching International Copyright Notice (https://www.tandfonline.com/action/authorSubmission?journalCode=riie20_page=instructions)
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RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
Wilmot, Kirsten (Ms)
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