Expectations and Experiences of Academic Writing Sessions in Sweden The Student Perspective

Abstract

Purpose: This thesis explores the experiences and expectations of students engaging with centralised support services for academic writing at a Swedish university. Theory: The thesis is grounded in academic literacy theory and dialogical understandings of students’ perspectives of centralised support services for academic writing. Moreover, the analysis draws on Expectancy-Value theory. Method: The qualitative research employs reflective interviews as the method of data collection, in which participants articulate their perspectives on centralised support services for academic writing and engage in critical dialogue. Results: Through this study, insights are gained into how students themselves articulate their expectations and experiences when they booked an advising session. This small-scale study paves the way for further investigations into how writing support practices can better serve students. The findings show that there are gaps between student expectations and the outcomes of these services. Specifically, the study identifies the need for enhanced communication between centralised support services and academic staff, practical improvement, including the booking system and available timeslots and tailored support strategies to address diverse student needs.