Article – Page 4 – Online Writing Centers Association

Tutor Talk, Netspeak, and Student Speak: Enhancing Online Conferences (2020)

Post author:Josephine Bondi
Post published:May 19, 2020
Post category:

As more writing centers move to include synchronous chat as a writing center consultation option, writing center researchers and practitioners must continue examining the affordances and constraints of the medium. In this article, we analyze four synchronous online consultation transcripts from one writing center’s pilot program to evaluate consultation patterns and arcs, approaches to teaching and tutoring, and the role of digital language, or netspeak (Crystal 19), in tutors’ feedback.

NETWORKED (WRITING) CENTERS: UTILIZING ONLINE VISUALIZATION TOOLS ON LARGE MULTI-INSTITUTIONAL DATA SETS (2020)

Post author:Josephine Bondi
Post published:May 18, 2020
Post category:

To date, there is very little critical engagement with the field of data visualization in writing center studies. This project critically engages with data visualization practices for large text-based data sets; we use Voyant, an open-source web-based application, to conduct corpus analysis on session notes from writing centers located at four institutions.

Connecting Writing Programs and Faculty with Disability Services (2020)

Post author:Josephine Bondi
Post published:May 18, 2020
Post category:

Writing programs and classrooms often bring together the most diverse groups of students from across a campus. Our teaching may be on the cutting edge, student-centered, multimodal, progressive. Too often, however, we fail to communicate with disability services offices about the unique nature of our teaching and learning.

Educating a Large Writing and Communication Center Staff through Online Blackboard Learning Modules: Planning, Implementation, and Assessment (2020)

Post author:Josephine Bondi
Post published:May 16, 2020
Post category:

During the 2017-2018 academic year, Nova Southeastern University (NSU) opened a new Writing and Communication Center (WCC) designed to offer assistance to all 20,000 NSU students. A private, not-for-profit institution, NSU is one of only 37 universities to have Carnegie classifications as both “high research activity” and “community engaged.”

Bilingualism, Multilingualism, Translingualism — We do it all (2020)

Post author:Josephine Bondi
Post published:May 16, 2020
Post category:

This position paper exemplifies potential and existing applications of bilingualism, multilingualism, and translingualism in tutoring sessions with support from existing literature and contextual examples from a public state university’s writing center. The authors advocate for the acceptance and incorporation of a diverse range of languages, dialects, and accents in writing and tutoring practices, providing local context to support the development of the writing center as a hub for diversity and a sense of belonging, to the benefit of participating students.

Evaluating the Effectiveness of Dissertation Boot Camp Delivery (2019)

Post author:Josephine Bondi
Post published:July 26, 2019
Post category:

Dissertation boot camp (DBC) programs have been adopted at many postsecondary institutions across North America over the last decade. Responding to Simpson's (2013) call for writing centers to do more than simply share anecdotal information about the effects of their DBC programs, the authors of this mixed-methods study assess the benefits of these programs for doctoral students.

From English-Centric to Multilingual: The Norman M. Eberly Multilingual Writing Center at Dickinson College (2019)

Post author:Josephine Bondi
Post published:June 26, 2019
Post category:

The forces of globalization and the development of English as a lingua franca have made many scholars and practitioners highlight the urgent need for foreign language literacy. The Norman M. Eberly Multilingual Writing Center (MWC) at Dickinson College addresses that need by offering peer writing tutoring in eleven languages.

Going Public in an Age of Digital Anxiety: How Students Negotiate the Topoi of Online Writing Environments (2019)

Post author:Josephine Bondi
Post published:June 26, 2019
Post category:

Though composition studies has long sought to leverage new technologies of literacy to help students go public, we remain anxious about our ability to do so, as students commonly enter our classrooms already composing for diverse public audiences in a variety of digital contexts. Yet students, too, are often anxious about these new modes of composition, which circulate in a destabilized rhetorical environment where traditional understandings of authority, argument, and audience no longer hold.

Activity Theory as Tool for WAC Program Development: Organizing First-Year Writing and Writing-Enriched Curriculum Systems (2019)

Post author:Josephine Bondi
Post published:June 26, 2019
Post category:

This profile of the Writing at Moravian program discusses how an application of activity theory has facilitated a collaborative and context-responsive (re)development of the First-Year Writing, Writing Fellows, and Writing-Enriched Curriculum programs at our small liberal arts college.

Student Identity Disclosed: Analysis of an Online Student Profile Tool (2019)

Post author:Josephine Bondi
Post published:May 19, 2019
Post category:

In the University of Minnesota’s Student Writing Support program, we gather, record, and share student and course information in order to support consultants in their work with writers; to assess and improve our own practice; and to make compelling, datadriven arguments for the center’s continued existence. Recognizing moments when these data-collection practices worked against the relationships we wanted to build with student writers, we began to critique these practices, with the goal of creating more intentional criteria and methods for soliciting client information.