Abstract
The purpose of my dissertation is to show that online writing tutors can respond in an asynchronous environment in a way that constructs a similar dialogue as the face-to-face tutorial sessions by allowing tutors to use their awareness of non-directive commentary methods and directive tendencies to improve their face-to-face tutorial sessions. Elements of directive and non-directive written responses and the technological movement of online tutoring can become a strong part of the writing center community while upholding the collaborative and social approach to tutoring. This dissertation provides writing center administrators a rubric, based on reflection and revision, which can be used during training seminars for tutors of asynchronous online tutoring and also used by tutors during online tutoring sessions.
Citation Information
Type of Scholarship: Dissertation
Author: Paullett Roddam Golden
Year of Completion: 2005
Institution: Texas A&M University – Commerce