{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11655"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11655","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"An analysis of students' experiences during their acquisition of academic literacy, based on their consultations with the UCT Writing Centre : looking towards improving the feasibility of academic mentorship within higher education","abstract":"In this dissertation I investigate students' experiences during their acquisition of academic literacy skills, evident in their use of a support service at a higher educational institution. The focus of study is the University of Cape Town's (UCT's) Writing Centre, where students are able to discuss drafts of their written assignments with consultants. Through a detailed analysis of a large set of consultation records, I explore whether students' experiences and use of the Writing Centre vary according to language, gender and degree level. And based on this analysis, I discuss more generally the role that the UCT Writing Centre has played. Arguing that the type of relationships developed between students and consultants in the Writing Centre can be regarded as a form of mentorship, and taking into account such experiences from the Writing Centre, I look towards the feasibility of a model of academic mentorship forming part of a necessary wider institutional developmental endeavour aimed at catering adequately for a diverse student population, such as that of UCT's today.","abstract_html":"In this dissertation I investigate students' experiences during their acquisition of academic literacy skills, evident in their use of a support service at a higher educational institution. The focus of study is the University of Cape Town's (UCT's) Writing Centre, where students are able to discuss drafts of their written assignments with consultants. Through a detailed analysis of a large set of consultation records, I explore whether students' experiences and use of the Writing Centre vary according to language, gender and degree level. And based on this analysis, I discuss more generally the role that the UCT Writing Centre has played. Arguing that the type of relationships developed between students and consultants in the Writing Centre can be regarded as a form of mentorship, and taking into account such experiences from the Writing Centre, I look towards the feasibility of a model of academic mentorship forming part of a necessary wider institutional developmental endeavour aimed at catering adequately for a diverse student population, such as that of UCT's today.","abstract_has_math":false,"creators":["Hutchings, Catherine Mary"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Hall, Martin"],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-22T22:22:37Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11655","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Hall, Martin"]},{"key":"dc:creator","label":"Author","values":["Hutchings, Catherine Mary"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-06T19:01:55Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-06T19:01:55Z"]},{"key":"dc:date.issued","label":"Date","values":["2002"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/11655"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: leaves 239-247."]},{"key":"dc:description.abstract","label":"Abstract","values":["In this dissertation I investigate students' experiences during their acquisition of academic literacy skills, evident in their use of a support service at a higher educational institution. The focus of study is the University of Cape Town's (UCT's) Writing Centre, where students are able to discuss drafts of their written assignments with consultants. Through a detailed analysis of a large set of consultation records, I explore whether students' experiences and use of the Writing Centre vary according to language, gender and degree level. And based on this analysis, I discuss more generally the role that the UCT Writing Centre has played. Arguing that the type of relationships developed between students and consultants in the Writing Centre can be regarded as a form of mentorship, and taking into account such experiences from the Writing Centre, I look towards the feasibility of a model of academic mentorship forming part of a necessary wider institutional developmental endeavour aimed at catering adequately for a diverse student population, such as that of UCT's today."]},{"key":"dc:title","label":"Title","values":["An analysis of students' experiences during their acquisition of academic literacy, based on their consultations with the UCT Writing Centre : looking towards improving the feasibility of academic mentorship within higher education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Hall, Martin"],"dc:creator":["Hutchings, Catherine Mary"],"dc:date.accessioned":["2015-01-06T19:01:55Z"],"dc:date.available":["2015-01-06T19:01:55Z"],"dc:date.issued":["2002"],"dc:description":["Bibliography: leaves 239-247."],"dc:description.abstract":["In this dissertation I investigate students' experiences during their acquisition of academic literacy skills, evident in their use of a support service at a higher educational institution. The focus of study is the University of Cape Town's (UCT's) Writing Centre, where students are able to discuss drafts of their written assignments with consultants. Through a detailed analysis of a large set of consultation records, I explore whether students' experiences and use of the Writing Centre vary according to language, gender and degree level. And based on this analysis, I discuss more generally the role that the UCT Writing Centre has played. Arguing that the type of relationships developed between students and consultants in the Writing Centre can be regarded as a form of mentorship, and taking into account such experiences from the Writing Centre, I look towards the feasibility of a model of academic mentorship forming part of a necessary wider institutional developmental endeavour aimed at catering adequately for a diverse student population, such as that of UCT's today."],"dc:identifier.uri":["http://hdl.handle.net/11427/11655"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["An analysis of students' experiences during their acquisition of academic literacy, based on their consultations with the UCT Writing Centre : looking towards improving the feasibility of academic mentorship within higher education"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:22:37Z"}