Abstract
This project outlines the rationale, design, and findings of a peer tutoring project in a UK teaching-led university. Three students received training and tutored their peers in academic writing. Qualitative data was collected from both peer tutors and tutees; quantitative data was collected through a questionnaire administered by the institution’s Careers department. Findings include a positive effect on the tutors’ self-perception of their own employability and understanding of the conventions of academic writing, along with positive feedback from students who received tuition.
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