Abstract
This study explores the distinctive questions, challenges and types of feedback requests that creative writing students bring to writing center consultations. Through an examination of appointment form data, this analysis shows significant differences between these and other students’ bids for support, in both their conceptions of task, audience and genre, and in their expectations about the role that writing consultants might play. This study has implications for both consultant training and writing center presumptions about students’ varied writing and revising processes.
- Journal
- Praxis: A Writing Center Journal
- Published
- 2023
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- Open Access
- OA PDF Gold
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