Writing Centers: Who are they for? What are they for?

Abstract

The focus of this paper is the writing center: its users as well as its function within a given context. Four semesters of data were examined for the purpose of identifying trends in writing center usage and assessing how these have fulfilled the stated objectives of the center at the time it was founded. It was discovered that more than half of all users were either graduate students or members of faculty, suggesting a vital role for the center in assisting emerging and established scholars in bringing their work to publication. The data also revealed that the vast majority of writing center users came in search of assistance with editing, indicating that users regard the service as product-oriented.

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

“…It appears that low usage of writing centres is a widespread issue (LaClare & Franz, 2013). Brown (2015: 72) asserts that findings such as those reported above raise larger issues that merit the attention of researchers, in other words, 'determining why students choose to go or not go to the writing center and what might be done in the future to get them to use the writing center more frequently during a semester'.…”

“…Students may not be aware of the writing centre or may not understand the services on offer (LaClare & Franz, 2013), especially if the centre is new. They may have concerns about possible mismatches between their own and writing centre tutors' styles, the extent to which tutors may change their work and how prescriptive tutors may be (Okuma, 2013).…”

“…For example, some view writing centres as remediation centres (Archer, 2010;McKinley, 2011); attendance may therefore be associated with a 'hint of pathology' (North, 1984: 434) and stigmatised (Salem, 2016). Others may see no need to visit the centre because they view it as simply an editing service, focused on correcting grammar (LaClare & Franz, 2013;McKinley, 2011;North, 1984).…”

“…The level of writing centre use may be related to the amount of writing in the curriculum (LaClare & Franz, 2013;McKinley, 2011), as well as the extent to which the writing centre is integrated into the curriculum (Arbee & Samuel, 2015;Barrs, 2010). The nature and importance of the writing task may also affect whether or not students seek the writing centre's help (Okuma, 2013).…”

“…Given the importance of writing in higher education, as both a literacy practice and an assessment tool (Lillis, 2001), writing centres can potentially play a significant role in facilitating students' success by helping them get to grips with the academic discourse of their disciplines. Yet a large proportion of the student body either does not use, or underuses, writing centres (LaClare & Franz, 2013). This article explores the reasons for this situation, as well as potential strategies to address it.…”