Keywords asynchronous, email, written comments, draft improvement, comment effectiveness, revision effectiveness, Faigley and Witte’s taxonomy, surface changes, text-base changes, research study, content analysis Abstract One goal of writing centers is to improve student writing, but we often don’t have a paper trail of the results of a session. However, email tutoring allows a record of …
For students operating in an online environment, making support services available in the same fashion is vital to their ongoing success. Even for students attending classes face-to-face, allowing the option for online support makes sense as students are researching and writing online.
At IWCA 2018, there were ten OWC-themed presentations. The major topic areas included online tutoring pedagogy, making OWCs safer spaces (e.g., identity building and inclusion, equity and access, tutor embodiment), and online feedback strategies (e.g., scaffolding written comments and dialogue bots).
This article examines the disparity between the recent increase in online postsecondary education course offerings and the failure of institutions to provide an equitable increase in online writing tutoring and support for online learners.
Are you one of the many students who lives kinda far (or really, really far) from campus? Are you a primary caretaker? Do you work full-time? Go to school part-time? Perhaps you have a physical disability that makes coming to campus–or talking and reading with a Writing Center tutor–really tough, even impossible.
This study investigates connections between asynchronous online feedback from writing center (WC) tutors and revision by non-native speakers (NNS). The chapter specifically examines work by students who speak English as a foreign language (EFL) at an American university in Greece.
In this multiple-case study, the author investigated fully online students’ perceptions of and experiences with asynchronous and synchronous writing support options of an institutional writing center and a commercial tutoring service.
This chapter explores the web presence needed for instructors, students, administrators, and staff as hybrid courses are implemented at the institutional level and discusses the physical presence (office(s) and staff) needed to effectively provide and sustain online support for hybrid education.
Much of the scholarship on writing centers narrates the stories of writers and their texts as told by tutors, administrators, and researchers. In an effort to bring writers’ voices to the forefront, this empirical study examines the types of questions and concerns writers have about their writing as submitted through the Purdue Writing Lab’s OWL Mail, an online, asynchronous question-and-answer email platform.
This case study examines the differences in comments offered by asynchronous online writing center consultants to L1 and L2 speakers and examines the potential disconnects in consultant perceptions of their practice. The researchers collected and coded sample papers and interviewed participants to contextualize data from the quantitative portion of the study.