The history of online writing centers is a history of doubt. I experienced those reservations in 2009, when, in addition to traditional face-to-face peer tutoring, I launched my own online peer tutoring program and began training undergraduates to respond to student submissions.
The purpose of this article is to share lessons learned in setting up three different peer online writing centers in three different contexts (EFL, Generation 1.5, and ESL). In each center the focus was on the language learner as a peer online writing advisor and their needs in maintaining centers “for and by” learners.
Like many writing center directors, I was hesitant to introduce online tutoring. However, because of limited physical space on campus, the internet provides the only room for growth available to us—a problem faced by many writing centers (Carpenter 2). The inevitability of online growth is also supported by the increase of tertiary-level online and blended courses being offered at most post-secondary schools.
Keywords asynchronous, synchronous, email, video chat, accessibility, grand narrative, group tutoring, online instruction, pedagogy, relationships, student perspectives, talk, training First Paragraph At last week’s Midwest Writing Centers Association conference, we asked the folks who attended our panel whether their centers were tutoring online. Many of them said they were toying with the idea. What a …
This study directly compares face-to-face writing center consultations with two closely related variations of Online Writing Instruction (OWI). Although the study takes place in a busy, dynamic writing center, the authors try to make their comparisons as systematic as possible so they can better foreground some of the benefits and disadvantages of various conferencing environments.
In preparing peer tutors for responding to student writers in an asynchronous Online Writing Lab (OWL), writing center administrators must engage tutors in activities that focus on writing about students’ writing rather than talking face-to-face with writers.
Researchers from Kaplan University present findings from a media-rich feedback pilot program that targets students from developmental writing courses. One study of student reactions reveals how screencasting feedback encouraged more formative, holistic feedback and students’ awareness of writing process, audience, and revision.
Keywords Synchronous, Website, Online persona, Technology First Paragraph When writers come through the doors of the Main Writing Center (WC) at UW-Madison, it’s worth considering how we instructors can process many bits of information about them. Before we meet, we’ve typically reviewed instructor records to prepare us for the session in the here and now. …
This study highlights the writing difficulty of tertiary students in ESL or EFL contexts. It describes two successful innovations, writing center and online writing lab, initiated by North American institutions of higher learning to intervene in the writing crisis.
In graduate school I was assigned to work as the Undergraduate Writing Center’s (UWC) Assistant Coordinator to fulfill part of my assistantship obligations. When I arrived, the Center’s Online Writing Lab (OWL) was available to a limited population of writers who could submit their work via Google’s asynchronous g-mail.