From autopsy to autonomy in writing centres : postgraduate students' response to two forms of feedback in a health professions education module

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dc.contributor.authorDaniels, Sharifaen_ZA
dc.contributor.authorRichards, Roseen_ZA
dc.date.accessioned2017-02-07T09:13:29Z
dc.date.available2017-02-07T09:13:29Z
dc.date.issued2016
dc.descriptionCITATION: autonomy in writing centres : postgraduate students' response to two forms of feedback in a health professions education module. Per Linguam : a Journal of Language Learning, 32(3):48-59, doi:10.5785/32-3-644.
dc.descriptionThe original publication is available at http://perlinguam.journals.ac.za/
dc.description.abstractIn post-apartheid South Africa, writing centres exist in almost every university to address the academic writing needs of students. At Stellenbosch University Writing Lab, writing consultants use collaborative learning and peer feedback in their work with writers in one-to-one consultations. As part of a larger research project about how students in a Health Professions Education Master’s degree responded to different types of feedback, our study focuses on whether the feedback received in a writing consultation compares to, or differs from, the feedback from the class group members. Our findings suggest that in general the students were open to interventions such as writing consultations. Furthermore, peer feedback from both a class group member as well as a writing consultant was experienced as useful. The study further shows that the consultants’ approach to giving feedback was in line with the pedagogy practised in writing centres. The article concludes with measures that were implemented to address uncertainties identified in the study. We recommend that the purpose of consultations be clarified to lecturers, that consultations be integrated in the writing process before the assignment is marked and, to minimise role confusion, that consultants describe to students the way consultations work at the beginning of the consultation.en_ZA
dc.description.urihttp://perlinguam.journals.ac.za/pub/article/view/644
dc.description.versionPublisher's version
dc.format.extent12 pages
dc.identifier.citationDaniels, S. & Richards, R. 2016. From autopsy to autonomy in writing centres : postgraduate students' response to two forms of feedback in a health professions education module. Per Linguam : a Journal of Language Learning, 32(3):48-59, doi:10.5785/32-3-644
dc.identifier.issn2224-0012 (online)
dc.identifier.issn0259-2312 (print)
dc.identifier.otherdoi:10.5785/32-3-644
dc.identifier.urihttp://hdl.handle.net/10019.1/100597
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch University
dc.rights.holderAuthors retain copyright
dc.subjectWriting -- Congressesen_ZA
dc.subjectWriting centersen_ZA
dc.subjectPeer reviewen_ZA
dc.subjectGraduate studentsen_ZA
dc.subjectPost-graduate students
dc.subjectMedical education -- South Africaen_ZA
dc.subjectSouth Africa -- Post-apartheid studiesen_ZA
dc.subjectStellenbosch University -- Writing centersen_ZA
dc.subjectUCTD
dc.titleFrom autopsy to autonomy in writing centres : postgraduate students' response to two forms of feedback in a health professions education moduleen_ZA
dc.typeArticleen_ZA
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