Students found comments about length or mixing of ideas as positive and helpful and the writing frequently benefitted. Some students could show skilful textual manipulation, borrowing and lifting from their own and others reformulations. Further studies will look in more detail at the effect of tutor comments on student groups discussing changes. She focused on hedging to exemplify the question whether the teaching of writing needs to be specific. The specificness of the disciplines would argue the case for teaching writing in homogeneous groups, but if that is not possible, then teachers need to be aware of the problems that might arise.
Different disciplines have different expectations and different requirements.
Slower texts tended to have longer sentence length, a lower lexical density, longer text chunks, and more paragraphs. The slowest texts of all were ones about people. These findings have significant implications for inter-disciplinary research. The tutor could give immediate oral feedback during a writing workshop, and the tutors could work with up to 12 students simultaneously. It is still under development, but looks extremely interesting.