This page serves as a database for OWC-related scholarship. You can filter results by using the tags below or the search bar to the right.
Have corrections or scholarship suggestions? Contact mentoring@onlinewritingcenters.org
In this timely piece, Dr. Lisa Bell provides an overview of the strengths/cautions of online tutoring and argues that despite all these changes, what we need to preserve is the writing center’s ethos of being flexible and adapting to the needs of our students. In other words, our aim shouldn’t be to maintain the dynamics of f2f, but rather, to maintain our values as writing center practitioners.
John Duffy has been reviving the classical concept of ethics for incorporation into the teaching of writing for the past several years for good reason: a short time ago, what we were calling “incivility” in public discourse has devolved into something worse, evident in our political leaders’ and their supporters’ language use (and actions) built on lies, white supremacy, dehumanization, gaslighting, and purposeful, hard-to-look-at denial of facts, evidence, and reality generally speaking.
In March 2019, compositionists met in Pittsburgh for the annual Conference on College Composition and Communication. In his Chair’s Address that year titled, “How Do We Language So People Stop Killing Each Other, or, What Do We Do about White Language Supremacy?” Asao B. Inoue addressed the “steel cage of [w]hite supremacy” that determines what happens in classrooms, connecting metaphorical bars to the metal and concrete cells that claim the lives of many BIPOC1 (353).
IWCA hosted a webinar focused on the nuts and bolts of synchronous and asynchronous tutoring, and online communication tools you can use to connect to your staff and to your writers.
At Juniata College, a small liberal arts college, faculty and students have a lot of freedom in what forms their research can take. Jill and Fisher are seniors at Juniata, both working on multimedia research projects; Hannah is their faculty mentor and a faculty member in professional writing and integrated media arts. We believe that in the field of composition, faculty mentors should be encouraging students and providing research experiences with similar freedom so students can work in multimedia forms and address audiences that are relevant to them.
In the summer that preceded our first semester at Wittenberg University, when questioned about our decision to commit to an intensive research program in a field we knew absolutely nothing about, the three of us likely gave the same robotic answer: “It is a wonderful opportunity.” We knew that we were paired with a faculty mentor to work collaboratively on a research project during our first year, and we knew that we’d been presented with a project intended to study the effectiveness of eTutoring comments in Wittenberg University’s Writing Center.
This article reports on a statewide implementation of a corequisite model of instruction for first year writing at two- and four-year public, postsecondary institutions in Idaho. This project explores how these institutions manage political and economic mandates for educational reform while preserving educational quality for students and teaching conditions for faculty.
At MTSU’s Margaret H. Ordoubadian University Writing Center (UWC), we pride ourselves on being a dynamic, multifaceted writing center. Our university has a diverse population with varied needs, and we strive to help our students grow as writers not only with one-on-one tutoring but also with a number of different services that promote community and literacy.
Writing centers have long struggled with their relationship to multimodal, particularly digital, composition. As the “writing” in the name implies, writing centers most frequently focus on written alphabetic texts; historically, consultants not only work with traditional mediums, but are trained to work primarily on research papers, essays, shorts writings, cover letters, etc. However, when it comes to multimodal composition, writing centers are divided on how to approach it.
The University of West Georgia (UWG) has had supplemental writing support of some kind since Dr. Martha Saunders created the “Writing Lab” in 1980. Over the years, as UWG has grown and evolved, so have the support services offered.