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.
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.
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.
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.
This series tells the story of two writing centers and their Long Nights Against Procrastination.
The goal of this essay is to help the field re-see the value of asynchronous writing center work and to demonstrate why it should be as an innovation rather than a disruption, a valid option for students, rather than a subpar alternative.
Our research is designed to tap into the potential of this record to study the overall effectiveness of email comments. In this presentation, we will discuss our work examining asynchronous email tutoring and how we determined whether tutor comments on papers emailed to our writing center were effective.
This presentation presents tools and tips gleaned from one tutoring and writing center’s experience expanding its online operations. Directly addressing concerns and misconceptions about online tutoring, it suggests best practices for developing a tutoring program that serves the needs of online students. Both synchronous and asynchronous tutoring methods are addressed, as well as accessibility concerns.
This project demonstrated the urgency of developing writing center pedagogies for adult professionals—those working in fields requiring higher education, usually a college degree, and including formal standards of practice—in contrast to either traditional college student writers or graduate students in scholarly fields.
For students operating in an online environment, making support services available in the same fashion is vital to their ongoing success. Even for students attending classes face-to-face, allowing the option for online support makes sense as students are researching and writing online.