Keywords
Asynchronous, Tutor training, Writing fellows, Embedded tutors
First Paragraph
Several years ago, The Writing Lab Newsletter carried a number of articles on OWLing, or on-line writing labs. The articles explored some of the ethical, rhetorical, and practical questions raised by the practice of writing responses to student drafts (Coogan, Crump, Jordan-Henley and Maid, Spooner). I don’t by any means intend to dismiss this conversation, because it raised serious ethical and pedagogical issues that all of us in writing centers will have to face sooner or later, as computers become more and more prevalent. My starting point is different, however. I want to begin by taking written response as a fact, in the literal sense that it is something we do, something we are heavily involved in. I want to take up the issue of how we deal with written response, and how it affects the training program for our writing center.
Citation Information
Type of Source: Newsletter Article
Author: Richard Leahy
Year of Publication: 1998
Title: “The Rhetoric of Written Response to Student Drafts”
Publication: Writing Lab Newsletter, Volume 22, Issue 8
Page Range: 1-4