This dissertation analyzes the suggestions for revision sent by on-line writing center consultants in the United States to advanced EFL students in Argentina and examines the students’ reactions to this type of feedback.
In recent years historical inquiry has found a niche in writing center scholarship. Most of this history has addressed macro issues—such as the professionalization of writing centers (Riley 1994), global notions of center theory or practice (several in Landmark Essays 1995), the development of writing center organizations (Kinkead 1995), the nature of early centers (Carino 1995 “Early”), and models for historicizing the center (Healy “Temple,” Carino 1996).
Although the physical writing center at Salt Lake Community College (SLCC) has allowed us to reach many students and instructors, we still believe that a writing center is a “place without walls”; it is an idea; it is a place for discussion, for seeking, for sharing, and should not depend on particular physical locations. We like the idea of being “wall-less” because it posits that what we do in a writing center represents a better way to write, and should occur anywhere writing occurs.
As someone who began teaching writing in Silicon Valley, CA, it seemed inevitable that instructional technology would interweave with my career, whether in the writing center or the classroom. My experiences, however, have made me skeptical about the relationship between writing centers and instructional technology, and this skepticism stems from what I have seen as several persistent and misguided ideas
Many writing centers have established complex web sites with elaborate “pages” requiring the support of special computer systems and technically skilled staff. Creation of such online labs may appear too costly and involved for smaller writing centers on tight budgets, an apprehension not fully justified.
In this essay, I present an email “tutorial”between myself and a graduate student enrolled in our master’s program in Technical Communication and Information Design (TCID).
First Paragraph Those who have worked in writing centers for many years may remember when their centers received a handful of Apple IIes or IBM PCs with a pair of 51/2-inch floppy disk drives, no hard drive, and an impressive (at the time) 256 kilobytes of random access memory. As the scholarship that chronicles the …
Theresa, a high school sophomore, sits at one of the dozen or so computers in the common computer lab of her school. There is a sporadic clicking of keys as the three other students in the room, none of whom Theresa knows, work at computers.
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).
When the first version of the National Writing Centers Association page (http://departments.colgate.edu/diw/NWCA.html) appeared in January 1996, it included about five or six links to other writing center websites.