The role of questioning in writing tutorials: a critical approach to student-centered learning in peer tutorials in higher education

ABSTRACT

Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this questioning takes, and the potential value for students and tutors. This paper explores the kinds of questions asked, the challenges posed to students and tutors, and implications for the learning process. Tutors’ experiences during tutorials and their reflections in written reports are used to unpack and explore questioning in tutorials. The paper highlights questioning as relevant in writing centre spaces due to its central role in shaping student learning about writing. The findings have relevance for peer tutoring in higher education generally, and indicate the importance of peer tutors learning to use questions to engage effectively with students.

KEYWORDS:

• Academic literacies
• higher education
• peer tutoring
• student writing development
• South Africa
• writing centres

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Paul Nwati Munje

Paul Nwati Munje is a postdoctoral fellow with the Centre for Research on Higher Education and Development (CHRED), at the University of the Free State. His research is focused on performance, educational leadership and management, and policy. He tutored at the UWC Writing Centre during his recent PhD study.

Robert Doya Nanima

Robert Doya Nanima is a Lecturer in the Faculty of Law at the University of the Western Cape, and his research areas are Public Law and Criminal Law. He tutored in the UWC Writing Centre during his MA and PhD study.

Sherran Clarence

Sherran Clarence is an honorary research associate in the Centre for Postgraduate Studies at Rhodes University, and her research focuses on academic literacies, writing in higher education, and academic staff development.