Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach

Figures & data

Table 1. Three types of support in the workshops.

	Tutor feedback	Response groups	Thematic discussions
Participants	Tutor and student	3–4 students per group	Tutor and students
Frequency	Non-scheduled, based on students’ here-and-now needs during the workshops	Scheduled, 1–2 times per week	Scheduled, 1–2 times per week
Location	In the computer room	Outside the computer room	In and outside the computer room
Content and organization	Based on students’ here-and-now needs Students submitted drafts to a writing tutor during a workshop Written feedback from writing tutor, most often discussed face-to-face Possibility to discuss personal problems and emotions regarding thesis writing	Students participated at least 1–2 times per course Drafts submitted and distributed a week ahead Feedback to each other’s drafts Discussions (and written feedback)	Based on students’ here-and-now needs Discussions about different parts of the thesis writing process (composition, abstract, introduction, theory, method, results, discussion, literature searches, references), writing strategies, and writing blocks Training in feedback strategies Thematic discussion materials on Moodle

Table 2. Overview of the produced materials.

Materials	Cycle 1 (Course 1)	Cycle 2 (Courses 2–3)	Cycle 3 (Course 4)
Student questionnaires
Pre-workshop	21 answers	16 answers
Mid-workshop	15 answers
Post-workshop	13 answers	11 answers	16 answers
Student group interviews
Pre-workshop		4 interviews
Mid-workshop			5 interviews
Post-workshop		4 interviews
Logbook entries			10 entries
Bodyminded experiences	Sofia	Sofia and Anna	Sofia and Anna

Figure 1. Three entanglements producing the workshop practices.