摘要：In this article we explore the relationship between study support teachers and
those teaching on courses. Our focus is on the UK but we believe our findings to
have wider relevance. Writing practitioners are part of the academy, not
separate from it, and we need to understand and theorize the relationships
between our own community and our course teacher colleagues. We regard the
perceptions we have of each other as important because student learning is
helped by a productive, co-operative and collaborative relationship between
study support teachers and course teachers. The latter communicate with students
both explicitly and implicitly their views on study support. Relationships
between these groups of teachers are likely to be improved by an understanding
of the views and prejudices we have of each other and their origins (Blythman
and Orr 2003).
