This article presents results from a survey of volunteer tutors who provided feedback to clients on in-process papers that clients shared with the PSG. Findings illuminated tutors’ motivations, foci of feedback for writers, and challenges of peer-readership through online collaboration.
Drawing upon previous work on the tutoring strategies of instruction, scaffolding, and motivation within in-person writing tutorials (Mackiewicz & Thompson, 2014; 2015), this study analyzes ten transcripts from asynchronous screencast tutorials to determine how and to what extent writing tutors use instruction, scaffolding, and motivation in an online setting.
This article details the process of designing a method for asynchronous Online Writing Tutoring (OWT) in the institutional context of a community college. This article examines how Google Suite presents an exciting option for free, bespoke Online Writing Lab administration.
The Ohio State University’s Writing Center has implemented three models of asynchronous online support with varying degrees of success: two-step asynchronous consultations, one-step drop-off consultations, and the Online Accountability Writing Group. Our study fills a gap in the research in that it shares findings from one-on-one and group asynchronous online support.
Our project reviews literature related to graduate tutoring both onsite and online, and we use this research to alter our approach to working with online graduate students.
This article discusses the process that the University of Maryland Writing Center went through as it developed and later implemented asynchronous online tutoring, specifically the questions we struggled with while we considered adopting an asynchronous platform and method of advice delivery, as well as how we would train and schedule tutors for this new modality.
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.