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Asynchronous tutoring is often overlooked or maligned in favor of both face-to-face and synchronous online tutoring, though each has their own affordances and limitations. There is slowly starting to be more acceptance of asynchronous tutoring as an effective addition to tutoring options offered by writing centers including for accessibility reasons.
What if all writing center tutors had access to a guide that included a range of strategies for working with a variety of students? How would this guide enable access for disabled students? This workshop attempts to answer these questions through reflection and critical analysis, which will culminate in attendees developing concrete strategies for working with diverse writers.
During this roundtable discussion, administrators and consultants from the University of Georgia (UGA) Writing Center will share their experiences using co-creative practices in online interactions with student writers and with graduate student writers especially. Our conversation will center on the way the in/dependent dichotomy is troubled not only by our students’ clearly-expressed agency in seeking support and building the scaffolding they need to achieve their writing goals, but also by our consultants’ engagement practices across a range of online interactions.
From research posters to PowerPoint presentations, students are constantly composing texts that communicate ideas through multiple modes of communication. This workshop will introduce the concept of multimodality and consider the ways in which tutors can effectively provide feedback on multimodal projects.
In this presentation, we will demonstrate how interdependence between the writing center and our Composition Curriculum Committee has used multimodality to create a bridge between writing center coaches and students in first-year writing (FYW) courses.
As the Black Lives Matter movement grew at our small, private PWI college, our writing center staff (all undergraduates) wanted to contribute. We talked and, realizing that communication in online tutoring was even more precarious than in face-to-face sessions, knew we needed to do something.
Writing centers have been recognized as sites for dependency-related behaviors where some writers seek support beyond the perceived scope of the consultants’ responsibilities. Studies of dependency and writing centers have suggested that there is a fine line between fostering motivation and encouraging dependent or attachment behaviors from writers.
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.