peer tutoring,
writing tutor,
writing center,
writing centre
Students often struggle with writing as they are unaware of the process of writing and of
strategies and skills to help them write well. They often focus on the product of writing rather
than engaging with the process of writing. However, it is in the process of writing, and in the
discovery of that process, that learning happens (Murray 1973, Emig 1977, Berlin 1982). It is
thought that the inductive, non-intrusive model of student peer-tutoring practiced at the
Regional Writing Centre at the University of Limerick, based on the model proposed by Ryan
and Zimmerelli (2006), encourages students to engage with their own writing and learning in a
non-threatening, approachable and positive manner. However, amidst the rising debate on
what constitutes student engagement with learning, it is timely to investigate whether, and to
what extent, the model used to train peer tutors in the Regional Writing Centre constitutes real
and meaningful student engagement for those who peer tutor in the Centre and for the
students they tutor.