Students meet the Fellow on a purely voluntary basis, although they may initially be responding to a tutor’s recommendation.Typically, a student will see the Fellow, one-to-one, for up to an hour. The student will book into an available slot in the Fellow’s published timetable. S/he may return several times during the year, providing the Fellow feels progress is being made. Other types of interaction with students, such as group work, seminars, etc., may be undertaken by the Fellow during the year (though many Fellows stick to individual coaching).
Students are discouraged from asking the Fellow to edit or correct work before it is handed in or to seek the Fellow’s opinion on the marks given by tutors. Ideally, the student will focus on an early draft of their writing or just a section of that draft, or notes on a title, and, during the course of the consultation, will seek the Fellow’s advice on particular aspects of style or technique (not content, as Fellows are neither subject specialists nor substitute tutors). Pieces of written work may be dropped off at the Fellow’s office a few days ahead of a booked session. In the experience of RLF Fellows and partner institutions, students at all levels of study (freshers, finalists, as well as postgraduates) see the benefits of learning about good writing practice from a professional author.
Further information for writers interested in applying to the scheme:
The RLF commissioned a team of experienced Fellows to review their experiences in universities and consider ways in which to help students adjust to the demands of writing at university. Their conclusions were brought together in the Writing Matters report, in which the chapters:
- provide an overview of the current situation.
- examine the widespread benefits of good writing.
- investigate why students need help with writing.
- advance detailed proposals for writing development in universities.
- present effective action for the first year of higher education.
- outline employers’ concerns and the role businesses can play.
- argue for a greater focus on writing skills throughout the education system.
Writing Matters report (pdf)
All universities should:
- formulate and implement a Writing Development Policy as part of their Learning and Teaching Strategy.
- offer a range of Writing Development provision to advance student writing skills at all levels.
- supply clear guidance for students on all aspects of academic writing and conventions within disciplines.
- provide explicit feedback on written assignments;
- correct and effective writing should be an integral part of assessment.
- pursue a developmental approach:
- some students may need remedial help; all students can improve their writing skills.
- give credits for successful completion of Writing Development Courses.
- introduce a diagnostic writing exercise on entry to HE to identify for each student which areas of their writing need attention.
- establish Writing Development Centres to provide institution-wide training, expertise and resources.