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.
Motivated by increasing international student writing center use to learn more about second language writing development and its assessment, we conducted a case study of an undergraduate writer who submitted drafts to online tutoring over two years. Synthesizing the perspectives and methods of Applied Linguistics with those of First-Language Composition, we assessed the writer’s short- and long-term progress in the rhetorical, linguistic, and writing process components of her writing development.
This study analyzed the effects of live academic support sessions on online graduate students’ interaction with the course content. This was accomplished through qualitative methods of data collection and analysis. In-depth interviews with eight purposely selected online graduate students provided the textual data.
This chapter offers a different perspective on asynchronous online writing tutoring based on the teaching practices in place at the Centre for Academic Writing (CAW), Coventry University, England. It develops a new theoretical framework for existing tutorial practices and suggests juxtaposition through parenthetical comments as a pedagogically-sound strategy for teaching critical thinking in asynchronous online student-tutor communication and potentially in other teaching contexts.
The case for Online Writing Center services has been built upon arguments of geographical needs, cost effectiveness, and overall time efficiency. A largely overlooked population who would benefit from these online services is that of students with disabilities.
More writing courses than ever are being taught online, and effective online writing instruction requires teachers to communicate deliberately and clearly in order to have productive relationships with their students. In The Online Writing Conference: A Guide for Teachers and Tutors, former chair of the CCCC Committee for Effective Practices in Online Writing Instruction Beth L. Hewett articulates the how and why of one-to-one online writing conference pedagogy.
Keywords websites, writing center history, gopher sites, asynchronous, writing across the curriculum (WAC) Abstract My article demonstrates how to integrate the static web pages with the dynamic forum for an effective learning experience on the OWL. I explain, through recent research, why asynchronous feedback provides effective, individualized writing instruction to students with various learning styles …
OWI should be supported by online writing centers, most often referred to as online writing labs or OWLs. Developing these support structures, however, can be a daunting endeavor for many institutions, as OWLs are plagued with issues related to the perception that it is a deficit model for tutoring, accessibility issues, appropriate tutor training, and technology.
Just as the mediums in which we compose have shifted throughout the millennium, the modes of evaluating student work have likewise shifted. This shift is reflected in our own experience as Graduate Assistants in our recently reached out to students whose needs cannot institution’s Writing Center.
Writing centers provide invaluable writing assistance to students, and students who have used writing centers typically come to this conclusion themselves. Despite these positive responses to writing center tutorials, motivating first-time users to go to the writing center can be challenging.