Accessing Success through the Writing Centres at a University of Technology

Factors underpinning students' use or non-use of a writing centre

“…The literature exploring factors influencing writing centre usage is very limited (Zuma, Popoola & Makondo, 2016). In particular, the reasons for non-use of writing centres has not received much attention (Salem, 2016).…”

“…At the same time, failure to undertake such research may result in writing centres missing 'opportunities to expand and enhance [their] mission' (LaClare & Franz, 2013: 8). Resource allocations to writing centres often need to be motivated in relation to relevance and ability to meet objectives (Zuma et al, 2016), both of which could potentially be enhanced through an understanding of the factors affecting students' uptake of writing centre services. Additionally, writing centres need to strengthen their research base in order to be able to engage meaningfully and function optimally (Slemming, 2017).…”

“…Additionally, some of this literature lacks specific or in-depth focus on writing centres, looking instead at 'self-access centres' (e.g., Allert, 2015;Barrs, 2010) or very briefly considering writing centres as an element of academic support more broadly. It is also possible that contextual features (national, institutional, disciplinary or other) may influence students' writing centre attendance (Santa, 2009;Zuma et al, 2016). For these sorts of reasons, more empirical studies exploring such issues are needed.…”

“…Students' self-appraisal, confidence in their writing and good academic performance may lead them to believe that it is not necessary to go to the writing centre (McKinley, 2011;Okuma, 2013;Zuma et al, 2016). Motivation is also pertinent (Kirchoff, 2016).…”

“…The extent to which lecturers encourage use of the writing centre, as well as the extent to which they feel able to handle students' writing needs themselves, may influence usage (McKinley, 2011;Okuma, 2013;Zuma et al, 2016). Other factors include whether lecturers make writing centre attendance mandatory or voluntary, and whether they attach incentives (e.g., class credit or extra points) to attendance and/or penalties (e.g., bad grades) to nonattendance (Bishop, 1990).…”