Keywords synchronous, MOOs, MUDs, ZooMOO, identity, dialogue, intellectual energy, writing about writing, communities, power, educational hierarchy, democracy Citation Information Type of Publication: Book Article Author: Eric Crump Year of Publication: 1998 Title: “At Home in the MUD: Writing Centers Learn to Wallow” Publication: High Wired: On the Design, Use, and Theory of Educational MOOs (edited …
Tutors occupy a complex pedagogical space in which they are often asked to serve two masters: teacher and student. When the tutoring goes online, a new level of complexity is added to the web of power relationships.
Citation Information Type of Scholarship: Journal Article Author: Sara Kimball Year of Publication: 1997 Title: “Cybertext/Cyberspeech: Writing Centers and Online Magic” Publication: Writing Center Journal, Volume 18, Issue 1 Page Range: 30-49
Freed from the tedium of recopying by hand, students now write papers that go through many levels of feedback and revision. Sometimes that feedback is provided by peers or teachers, sometimes by electronic writing aids such as spell checkers and grammar assistants.
“Why OWLs” is a timely question, but it’s one that as yet eludes definitive answers. What I’d like to do, therefore, is give you the chance to visit several OWLs for yourself and to browse through issues surrounding their creation and use.
The Online Writing Lab should be considered a tool designed to assist students, especially non-traditional, commuting students. This was our Writing Lab’s argument for creating an OWL for Texas Woman’s University, which has a large number of these types of students as well as three campuses (Denton, Dallas, and Houston) and only one Writing Lab to support them.
Discusses the use of synchronous conferences via electronic mail in training new writing tutors, highlighting the benefits of such an approach.
The long list of “online writing labs,” or OWLs, compiled by the University of Maine’s Writing Center Online offers testament to the range of writing services establishing an identity in cyberspace. Clever and memorable as it is, the acronym OWL can hardly begin to describe the work accomplished in this variety of sites.
The purpose of this review is to identify which on-line writing labs (OWLs) have resources specifically for English as a Second Language (ESL) students and what kinds of resources are available.
As in the natural world, cyberOWLs come in a variety of species, from completely online, full-service writing centers to those that serve to announce their existence. Rising early enough one day to hunt OWLs, I went searching through the dark, wooded forests of the cyber-jungle and identified the names of some 93 self-styled OWLs!