Scholarly record
THE ROLE OF WRITING CENTERS AT ACCREDITED U.S. UNIVERSITIES IN NON-ANGLOPHONE CONTEXTS
Abstract
The link between American accredited universities in non-English speaking contexts and the creation of traditionally staffed writing centers is examined in relation to enhancing student engagement. Although writing centers have become fairly commonplace as any other ‘academic’ subject at many universities in the US, there seems to be a deficit in writing center provision at universities outside of the Anglophone context. Research suggests that students are unaware of their need for writing assistance at universities when writing in their second or third language, so the need to establish writing support centers could be a significant factor. Many students attending English-medium universities in non-English speaking contexts are unfamiliar with the concept of academic institutional accreditation and the existence of ‘degree mills’ which can make it difficult to discern and expensive for the unwitting prospective student. This paper argues that the presence of a university writing center could be a persuasive indicator of a reputable university because it evidences an institution’s cogent commitment to improving student outcomes.
Publication Impact Profile
- Captures
- Mendeley - Readers: 2
Publication details
ReferencesPending
Structured references will appear here after the reference import pass. The count is preserved now so the scholarly record is not incomplete.
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.
