| 21 |
Buriat dorsal epenthesis is not reproduced with novel morphemes
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In: Stellenbosch Papers in Linguistics Plus, Vol 60, Iss 0, Pp 43-69 (2020) (2020)
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| 22 |
Foreground and background in the narrative discourse of Luke's Gospel: Some remarks on the function of the Greek imperfect and pluperfect indicative tense-forms
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In: Stellenbosch Papers in Linguistics Plus, Vol 59, Iss 0, Pp 61-79 (2020) (2020)
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| 23 |
Effects of morphology in the nativisation of loanwords: The borrowing of /s/ in Xitsonga
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In: Stellenbosch Papers in Linguistics Plus, Vol 60, Iss 0, Pp 71-90 (2020) (2020)
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| 24 |
A usage-based investigation of Afrikaans-speaking children’s holophrases and communicative intentions
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In: Stellenbosch Papers in Linguistics Plus, Vol 59, Iss 0, Pp 21-44 (2020) (2020)
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| 25 |
Yorùbá vowel deletion involves compensatory lengthening: Evidence from phonetics
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In: Stellenbosch Papers in Linguistics Plus, Vol 60, Iss 0, Pp 1-12 (2020) (2020)
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| 26 |
Interpreting research in South Africa: a bibliometric study
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In: Stellenbosch Papers in Linguistics Plus, Vol 59, Iss 0, Pp 45-60 (2020) (2020)
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| 27 |
Exploring the gap between what we say and what we do: writing centres, ‘safety’, and ‘risk’ in higher education
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 117-130 (2019) (2019)
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| 28 |
The syntax of relative clause constructions in Runyankore-Rukiga: Atypological perspective
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In: Stellenbosch Papers in Linguistics Plus, Vol 58, Iss 0, Pp 131-154 (2019) (2019)
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| 29 |
Exploring linguistic landscapes in selected South African universities: A case study of the University of Cape Town and the University of the Western Cape
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In: Stellenbosch Papers in Linguistics Plus, Vol 56, Iss 0, Pp 123-153 (2019) (2019)
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| 30 |
Manifestation of kubangacausal connectives in English-Luganda bilingual discourse
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In: Stellenbosch Papers in Linguistics Plus, Vol 58, Iss 0, Pp 155-175 (2019) (2019)
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| 31 |
Writing centres as dialogic spaces: negotiating conflicting discourses around citation and plagiarism
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 25-37 (2019) (2019)
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| 32 |
Challenges of multilingual education:Streamlining affordances through Dominant Language Constellations
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In: Stellenbosch Papers in Linguistics Plus, Vol 58, Iss 0, Pp 235-256 (2019) (2019)
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| 33 |
Aiming beyond the written, to the writer and writing: the writing consultation as a mentoring process for life-long writing
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 195-205 (2019) (2019)
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| 34 |
Negotiating new ways of developing writing in disciplinary spaces: the changing role of writing consultants at the Wits School of Education Writing Centre
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0 (2019) (2019)
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| 35 |
From physical to online spaces in the age of the #FeesMustFall protests: a Critical Interpretative Synthesis of writing centres in emergency situations
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 99-116 (2019) (2019)
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| 36 |
Meeting them halfway: altering language conventions to facilitate human-robot interaction
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In: Stellenbosch Papers in Linguistics Plus, Vol 56, Iss 0, Pp 97-122 (2019) (2019)
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| 37 |
Evaluating the Synthesis Model of tutoring across the educational spectrum
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 57-77 (2019) (2019)
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| 38 |
The path to verbal bodily diagnostics in isiXhosa
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In: Stellenbosch Papers in Linguistics Plus, Vol 58, Iss 0, Pp 17-31 (2019) (2019)
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| 39 |
The curse of poverty and marginalisation in language development:the case of Khoisan languages of Botswana
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In: Stellenbosch Papers in Linguistics Plus, Vol 58, Iss 0, Pp 219-233 (2019) (2019)
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| 40 |
Decentering and recentering the writing centre using online feedback: towards a collaborative model of integrating academicliteracies development
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 79-98 (2019) (2019)
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Abstract:
Since its inception in 1994, the University of the Western Cape’s Writing Centre has been on the margins, viewed as an add-on to central learning and teaching activities at the university (Archer and Richards 2011, Clarence 2011). In this article, we use the constructs of place, space, and power to explore the decentering of feedback on students’ writing from the face-to-face, physical location of the Centre to the formative assessment space in a module. We reflect on the Centre’s engagement with a formative online feedback intervention conducted by a lecturer within a Bachelor of Education Honours course. Writing centre tutors participated in providing formative feedback on nested, scaffolded tasks leading to a long essay, using the feedback function of the Turnitin platform. The space of engagement with students moved from the face-to-face, physical writing centre location to the online space. We found that the development of the academic writing and feedback literacies of writing tutors, students, and the lecturer were developed through sustained and responsive online and face-to-face communities of praxis. In this process, there was a partial decentering and recentering of the role of the Centre, enabled by technology and the integration of the development of academic literacies within the course curriculum. The sustained engagement between the lecturer, tutors, and writing centre coordinator played an essential role in the effectiveness of the intervention. However, in order to further develop the feedback literacies of students, the online feedback needs to be complemented with additional face-to-face interaction. We argue for both a decentering and recentering of the role of writing centres towards supporting departments in the integration of academic literacies development into curricula. One of the ways of doing this is by using technology to expand capacity in order to give students feedback on their writing within a blended learning environment that focuses on formative assessment.
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Keyword:
academic literacies; African languages and literature; feedback literacy; formative assessment; online feedback; P1-1091; Philology. Linguistics; PL8000-8844; writing centre
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URL: https://doaj.org/article/cf501187474b487e8fec38c87507153c
https://doi.org/10.5842/57-0-811
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