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.
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.
Examining 200 word choice errors from Chinese students’ drafts submitted to a writing center’s online asynchronous tutoring program, the present study demonstrates that second language writers need help with word choice. Word choice problems, a natural part of second language learning, can negatively affect rhetorical effectiveness and readers’ comprehension and evaluation.
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.
Currently my high school writing center tutors are delivering asynchronous sessions, offering three hours a day of live face-to-face dialogue, and committed to the discussion that is writing. To admit that my tutors are high school students, grades nine through twelve, should not surprise you in that we’ve all seen a movement pushing for writing centers to appear at the secondary level, but what might surprise you is that my high school students are also online learners.
This paper charts the development of a small departmental writing center at a university in Japan. The paper discusses the results from two semesters of an ongoing action research project focused on improving the usage of the center.
In Summer 2012, I became the director of the Writing Center at the University of Louisiana at Lafayette (UL). I was not new to the university or the Writing Center; I had been a faculty member since 1996 and held other administrative positions in the department. So when I stepped into the position, I had some ideas of what I wanted to do to expand our center.
This article presents a study and a methodology to investigate whether students with different learning styles make use of the potential flexibility of online learning materials, i.c. in the context of an online writing center. The study aims to investigate the effect of learning styles on (a) the students’ approach to the writing task (process), and (b) on the letters they write (product).
University students are asked to act within and master a diverse range of genres as student writers and researchers (Nesi & Gardner, 2012). Although the difficulty in performing such a task is considerable for first language (L1) writers, second language (L2) writers face similar yet also different rhetorical and linguistic demands and challenges.