university students all write well – right?

University faculties do not teach English writing

So many universities lament having to provide written English support to students to help get them through their course. 

The expectation is that when students make the grade for University, they can write at an academic level. Nurses, for example, are expected to know and use medical terms and be able to recount clear patient observations at the least.

Alas, this is not the case. University students everywhere are a product of many primary and secondary education systems that suffer from a lack of English teaching resources. The problem just moves up the line, or as some universities say, crosses the road from schools.

The key problems faced by Universities include:

  1. Needing to provide English writing support and extension classes is a time-consuming and expensive pursuit. Additional English instructors are needed.
  2. Tutors spend hours correcting English when it is not their job to do so.
  3. The lack of written English skills becomes a bottleneck in student progression. Universities need to get students through courses without compromising standards.

How scribo helps

Personalise student feedback – help students 'at risk'

  • Students have a single place to check their writing for any subject they are working on.
  • Feedback focuses on 8 levels of guidance, way more than simple Grammar, Punctuation and Spelling checks.
  • All feedback is personalised to the level of writing the students are producing.
  • Students are guided by vocabulary lists and subject-specific terms and collocations, to help them write ‘on-subject’ with the right terminology.
  • Scribo lifts academic word choices and offers cleaner ways to present ideas, without forcing rewrites and over-suggested text alternatives.
  • Scribo can connect tutors into the drafting and feedback loops, reducing the latency of feedback.
  • Universities can use Scribo to scale English support services and monitor students ‘at risk’ of not making the grade. Interventions are quicker and more informed.
  • Tutors are no longer expected to contribute to basic English correction as students have more ownership in their writing.