ABSTRACT
In practical terms, learning advisors help to address supervisors' requirements by translating feedback into actions. Learning advisors provide formative guidance at each stage of the writing process and can also support distance students through digital channels. As well as improving written expression, learning advisors help students to hone their thinking, by acting as intelligent readers and impartial sounding boards. Learning advisors' status as 'outsiders' removes them from the perceived power dynamics often associated with the formal supervisory relationship. Meetings between student and learning advisor are confidential and 'low-stakes', potentially allowing students greater freedom to voice uncertainties or half-formed ideas than more formal supervisory meetings. Students working independently with a learning advisor may be reluctant to let supervisors know they are seeking additional support, whereas those referred by their supervisor are likely to feel aggrieved that their writing is apparently not considered up to standard.
