Written Communication Apr 2022 Open Access

Understandings of the Role of the One-to-One Writing Tutor in a U.K. University Writing Centre: Multiple Perspectives

Chang Liu Capital University of Economics and Business ; Nigel Harwood University of Sheffield

Abstract

This article presents findings from a study of a U.K. university writing centre regarding understandings of tutor roles, involving 33 Chinese international students, 11 writing tutors, and the centre director. The research used interviews and audio-recorded consultations as data to analyze and explore participants’ beliefs and understandings. The most common roles associated with tutors were proofreader, coach, commentator, counsellor, ally, and teacher. Mismatches were found in understandings of the proofreader role and counsellor role when comparing students’ views, tutors’ views, and the writing centre policy. Policy recommendations are made in light of the findings regarding how writing centres frame the tutor’s role and the function of writing consultations, in terms of (1) interrogating traditional conceptualizations of tutor role, (2) disseminating the centre’s aims to the student population and to the wider university, (3) expanding the centre’s activity across the university, and (4) strengthening tutor training and development.

Journal
Written Communication
Published
2022-04-01
DOI
10.1177/07410883211069057
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Topics
teacher development writing centers peer tutoring multilingual writers
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Citation Context

Cited by in this index (2)

  1. Jeria et al. (2026)
    Notions About Drafts in Scientific Research Articles: A Case Study With Writers…
    Written Communication
  2. Harwood (2023)
    Lecturer, Language Tutor, and Student Perspectives on the Ethics of the Proofre…
    Written Communication

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CrossRef global citation count: 8 View in citation network → Build reading path →

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