One-to-one writing tutoring provides significant learning opportunities where ESL writers receive individualized assistance on their rhetorical and language concerns (Harris & Silva, 1993). Due to the covid-19 pandemic, however, the fact that many novice ESL writers can only take online classes from their home country leads not only to the physical fatigue by the time difference but more importantly to the even stronger tension between their L1 and L2 and the related rhetorical culture.
I surveyed and interviewed students at an online university to explore their perspectives about the relationships between their racial and linguistic identities and academic writing. Participants revealed diverse beliefs. About half did not think race impacts their academic writing.
Despite past positioning of videoconferencing as a replication of face-to-face tutoring, approaching synchronous video sessions as a unique tutoring mode that demands flexibility is important.
Interdependence can help writing center administrators shift their focus from the writer-as-client to the tutor-as-client because, technically speaking, writing centers don’t work with writers–our tutors do. It’s about culture, not service, and it’s about investing in our employees.
Technological tools have long afforded writing centers abilities that they would not have as solely brick-and-mortar institutions.
This presentation rethinks the framework of distributed knowledge networks and its potential for understanding the participants in a writing center community.
Student retention and persistence is increasingly prioritized by state and local policies as well as national scorecards and rankings—however, the policies that politicians and administrators undertake to improve university metrics tend to ignore the realities faced by students at the heart of our institutions. Drawing on a survey/interview project involving 67 students repeating first-year writing classes at a diverse institution in the Southwestern US, this article takes a student-centered approach to understand the reasons they drop first-year writing, such as health concerns, lack of engagement with the curriculum, and their incompatibility with online learning or poorly taught online classes.
In this article, we argue that using students’ reflective writing to understand specific aspects of their classroom experience requires that researchers systematically integrate into the curriculum reflections that responsibly attend to both students’ learning and the focus of classroom research. Informed by recently published articles on reflection and collaborative writing and learning, this argument contributes to recent Composition Forum discussions (e.g. VanKooten; Fiscus; Winzenreid et al.; Jankens, Learning How to Ask).
As WPAs at a research institution without a WAC program, we embarked on this project to learn about the types of writing prompts faculty across the disciplines assign and their expectations for student writing. Although our first-year composition program is genre-based and focuses on teaching for transfer, we did not know what genres other faculty assigned nor which writing skills they hoped students could apply to their assignments.
I present two case studies of student–teacher Zoom conferences, examining the ways the digital space impacts the student–teacher relationship. I ground my analysis in current online writing instruction and writing center conversations about digital space/place and asymmetrical collaboration.