Vol. 57 No. 1 (2019) | Stellenbosch Papers in Linguistics Plus

“We are not a ‘fix-it shop’”: The writing centre as a uniquely configured learning space

Puleng Sefalane-Nkohla, Thembinkosi Mtonjeni

1-23

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Writing centres as dialogic spaces: Negotiating conflicting discourses around citation and plagiarism

Karis Moxley, Arlene Archer

25-37

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In-between access and transformation: Analysing a university writing centre’s academic support programme for education students as third space

Halima Namakula, Maria Prozesky

39-56

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Evaluating the Synthesis Model of tutoring across the educational spectrum

Rebecca Day Babcock, Aliethia Dean, Victoria Hinesly, Aileen Taft

57-77

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Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development

Karen Suzette Collett, Arona Dison

79-98

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From physical to online spaces in the age of the #FeesMustFall protests: A Critical Interpretative Synthesis of writing centres in emergency situations

Robert Doya Nanima

99-116

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Exploring the gap between what we say and what we do: Writing centres, ‘safety’, and ‘risk’ in higher education

Sherran Clarence

117-130

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Writing within simultaneity: A reflective progress report through letters from the Wits Writing Programme

Pamela Nichols, Zimitri Erasmus, Nomonde Ntsepo, Lerato Mlahleki, Keanu Mabalane, Khensani Ngobeni, Lew Is Ckool

131-147

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Developing agency in a writing centre context: A Social Realist interpretation

Fatima Slemming

149-168

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Negotiating new ways of developing writing in disciplinary spaces: The changing role of writing consultants at the Wits School of Education Writing Centre

Emure Kadenge, Laura Dison, Wacango Kimani, Halima Namakula

169-182

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Writing centre consultants as critical friends

Janine Esmé Carlse

183-194

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Aiming beyond the written, to the writer and writing: The writing consultation as a mentoring process for life-long writing

Collium Banda

195-205

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Adapting writing laboratory activities to different spaces and cultures

Diana B. Njweipi-Kongor

207-208

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Clear mind, full head, can’t lose

Maud Bonato

209

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Power dynamics in writing consultations and potential lessons for teaching: An English Studies perspective

Cleo Beth Theron

211-214

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From the Writing Lab to the ESL classroom

Carla-Marié Spies-Gaum

215-217

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Seeing the writer behind the writing: How the Writing Lab influenced my feedback-giving practices

Martina van Heerden

219-220

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Then and now: The relevance of the writing consultant experience today

Gerhardus D. du Preez

221-223

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Using reflective pedagogy to improve writing consultant practice

Venita Januarie

225-229

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Author biographies

Kate Huddlestone

233-241

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Space, place, and power in South African writing centres: Special issue in honour of Sharifa Daniels

Rose Richards, Anne-Mari Lackay, Selene Delport

i-xiv

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An interview with Sharifa Daniels

Rebecca Day Babcock

xv-xx

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Stellenbosch Papers in Linguistics Plus
Journal / Stellenbosch Papers in Linguistics Plus / Vol. 57 No. 1 (2019) / Articles

Articles

“We are not a ‘fix-it shop’”: The writing centre as a uniquely configured learning space

Writing centres as dialogic spaces: Negotiating conflicting discourses around citation and plagiarism

In-between access and transformation: Analysing a university writing centre’s academic support programme for education students as third space

Evaluating the Synthesis Model of tutoring across the educational spectrum

Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development

From physical to online spaces in the age of the #FeesMustFall protests: A Critical Interpretative Synthesis of writing centres in emergency situations

Exploring the gap between what we say and what we do: Writing centres, ‘safety’, and ‘risk’ in higher education

Writing within simultaneity: A reflective progress report through letters from the Wits Writing Programme

Developing agency in a writing centre context: A Social Realist interpretation

Negotiating new ways of developing writing in disciplinary spaces: The changing role of writing consultants at the Wits School of Education Writing Centre

Writing centre consultants as critical friends

Aiming beyond the written, to the writer and writing: The writing consultation as a mentoring process for life-long writing

Adapting writing laboratory activities to different spaces and cultures

Clear mind, full head, can’t lose

Power dynamics in writing consultations and potential lessons for teaching: An English Studies perspective

From the Writing Lab to the ESL classroom

Seeing the writer behind the writing: How the Writing Lab influenced my feedback-giving practices

Then and now: The relevance of the writing consultant experience today

Using reflective pedagogy to improve writing consultant practice

Author biographies

Space, place, and power in South African writing centres: Special issue in honour of Sharifa Daniels

An interview with Sharifa Daniels

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