Scholarship – Page 5 – Online Writing Centers Association

On Podcasting, Program Development, and Intergenerational Thinking (2021)

Post author:Josephine Bondi
Post published:July 23, 2021
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I spent my first year of college as a music business major, a wannabe audio engineer. Thanks to two main factors, that major didn’t take. First, I learned audio engineering wasn’t just being present while cool music happened. Second, I took first year writing, which convinced me to become an English major (more on that in a bit). Despite the major switch, my audio experience proved an unexpected asset when I began pursuing a PhD in English at The University of Texas at Austin in 2011.

Retention and Persistence in Writing Programs: A Survey of Students Repeating First-Year Writing (2021)

Post author:Josephine Bondi
Post published:May 20, 2021
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Student retention and persistence is increasingly prioritized by state and local policies as well as national scorecards and rankings—however, the policies that politicians and administrators undertake to improve university metrics tend to ignore the realities faced by students at the heart of our institutions. Drawing on a survey/interview project involving 67 students repeating first-year writing classes at a diverse institution in the Southwestern US, this article takes a student-centered approach to understand the reasons they drop first-year writing, such as health concerns, lack of engagement with the curriculum, and their incompatibility with online learning or poorly taught online classes.

Revising Reflection for Results in Teacher Research (2021)

Post author:Josephine Bondi
Post published:May 19, 2021
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In this article, we argue that using students’ reflective writing to understand specific aspects of their classroom experience requires that researchers systematically integrate into the curriculum reflections that responsibly attend to both students’ learning and the focus of classroom research. Informed by recently published articles on reflection and collaborative writing and learning, this argument contributes to recent Composition Forum discussions (e.g. VanKooten; Fiscus; Winzenreid et al.; Jankens, Learning How to Ask).

Assignments and Expectations: The Role of Genre and Faculty Expectations in Transfer (2021)

Post author:Josephine Bondi
Post published:May 19, 2021
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As WPAs at a research institution without a WAC program, we embarked on this project to learn about the types of writing prompts faculty across the disciplines assign and their expectations for student writing. Although our first-year composition program is genre-based and focuses on teaching for transfer, we did not know what genres other faculty assigned nor which writing skills they hoped students could apply to their assignments.

Student-teacher conferencing in zoom: Asymmetrical collaboration in a digital space/(non)place (2021)

Post author:Josephine Bondi
Post published:May 19, 2021
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I present two case studies of student–teacher Zoom conferences, examining the ways the digital space impacts the student–teacher relationship. I ground my analysis in current online writing instruction and writing center conversations about digital space/place and asymmetrical collaboration.

Writing center blogs project (2021)

Post author:Josephine Bondi
Post published:May 19, 2021
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The original purpose of this project was to gather in one place a comprehensive list of writing center blogs that could be shared with tutors and writing center professionals. We made this list publicly available on the blog of the San José State University Writing Center, The Write Attitude.

What do first-year students find reliable in online sources? (2021)

Post author:Josephine Bondi
Post published:May 19, 2021
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It has become almost rote to say that now, more than ever, students need to understand how to navigate web content to find verifiable and reliable information sources. While the data-collection portion of this study took place in the aftermath of the 2016 American presidential election, with students and the public increasingly confused about #fakenews and what media sources to trust to disseminate information (Rainie & Anderson, 2017), structural revisions of this article took place during the COVID-19 outbreak and ensuing racial protests in the United States.

The Benefits and Limitations of Online Peer Feedback: Instructors’ Perception of a Regional Campus Online Writing Lab (2020)

Post author:Jenelle
Post published:December 1, 2020
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The socioeconomics of the working-class area where our open- admission regional campus is situated have resulted in a struggle to prepare and retain our underprepared students. The campus tutoring center is central to our retention efforts; to address the needs of our population, we offer both face-to-face and online tutoring. The article reports the findings of an empirical study that looks at writing instructors’ perception of these tutoring services, with emphasis on the online component.

Where Disability Justice Resides: Building Ethical Asynchronous Tutor Feedback Practices within the Center (2020)

Post author:Jenelle
Post published:December 1, 2020
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This article argues the importance of viewing asynchronous screen-capture tutor feedback as a kairotic space that subverts normative views of time, writing process, and accepted tutoring practices such as a preference for non-directivity over directive feedback.

The Archive as Classroom: Pedagogical Approaches to the Digital Archive of Literacy Narratives, edited by Kathryn Comer, Michael Harker, and Ben McCorkle (2020)

Post author:Josephine Bondi
Post published:August 27, 2020
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Launched in 2008, the Digital Archive of Literacy Narratives (DALN) is an online collection of over 7000 stories of literacy experiences, containing submissions from around the world in text and multimodal formats.