Scholarship

This page serves as a database for OWC-related scholarship. You can filter results by using the tags below or the search bar to the right.

Have corrections or scholarship suggestions? Contact mentoring@onlinewritingcenters.org

The Development of an ESL OWL, or Learning How to Tutor Writing Online (2005)

This essay describes the development of an ESL OWL by grounding practices in language and literacy pedagogy theory. An initial discussion explores OWLs emulating physical writing center spaces. Two areas of concern are then addressed in meeting the needs of second language writers as they relate to practices and training for online tutoring: error correction—an area of frequent concern to second language writers—and increased interactivity—meeting second language writer expectations and creating autonomous learners.

Linking Technology to Pedagogy in an Online Writing Center (2004)

Many law school Legal Writing programs are now using web-sites containing program descriptions, syllabi, course materials, discussion boards, and links to online research and writing re-sources. Several of these websites have links to online university writing labs (OWLs), which provide students with easy access to information about grammar, punctuation, and style.

Learning to Chat: Tutor Participation in Synchronous Online Chat (2003)

Given that the tutor is reduced to an onscreen presence in online chat, there is a need to create frameworks to help define effective tutor behaviour in this medium. Here, tutor moves are categorised according to function and analysed in relation to their perceived effect on students' contributions.

One Writing Center’s First Steps onto the Web (2003)

Our tale may be of some use because we learned to think small while constructing our online site, with a focus on meeting local needs and extending—rather than changing—our writing center’s pedagogy, based upon a theory of knowledge as contextual and socially constructed.

Tutor Time Commitment in Online Writing Centers (2002)

Although research about online writing centers is more prevalent and, to some extent, has legitimized the existence of centers online, we find in our own experience that more research is needed to understand the unique needs of an expanding online writing center.

A Genre of Its Own: Training Tutors for Asynchronous Online Conferencing (2002)

Tutors provide students with an audience, readers who respond to and describe what has been communicated in the students’ writing, and then tutors help identify ways to communicate in writing more effectively. To do this, tutors offer a wide variety of feedback, knowing that all strategies will not appeal to all students, therefore using presentation methods that will appeal to, and not alienate, a variety of students.