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Abstract
The guiding principle behind university writing centres is to focus on the process of writing rather than the finished product, prioritising higher order concerns related to organisation and argumentation of texts rather than lower order concerns of grammar and punctuation. Using survey-based data, this paper examines students’ concerns regarding written texts in English and analyses whether there is a correlation between students’ and peer-tutors’ perceptions of help received/provided in the writing centre at Nanyang Technological University. The aggregate findings show that there is a significant correlation between their perceptions but a further sub-analysis that pairs individual student and peer-tutor responses reveals that there are discrepancies between their perceptions of the type of help received and provided. These findings not only reveal the type of feedback students prefer, whether global or local, but also whether there is a good fit between student needs and tutoring approach based on students’ nationality and English proficiency.
