Reaching students: lessons from a writing centre

Abstract

Globally, universities today are attracting students from widely diverse language and cultural backgrounds. However, whilst there are many well‐intentioned and supportive institutional endeavours under way, in most cases, it is still apparent that students with certain background characteristics are more successful than others. Disparities that exist in perceptions of institutional provision and expectations are problematic for certain students and, indeed, for the universities themselves. An examination of students’ learning behaviours and attitudes may give indications as to where solutions lie. The writing centres of these institutions are ideally placed to explore such factors, due to the individual nature of their work with students and the data kept with regard to this work. In an analysis of consultants’ reports on their observations of students’ behaviours and difficulties arising in consultations at one writing centre, I examine aspects of students’ management of and relationships within their learning, and how these affect control of their texts. Through an understanding of students’ practices and needs, I highlight implications for development of students’ learning in the broader institution.