The original purpose of this project was to gather in one place a comprehensive list of writing center blogs that could be shared with tutors and writing center professionals. We made this list publicly available on the blog of the San José State University Writing Center, The Write Attitude.
It has become almost rote to say that now, more than ever, students need to understand how to navigate web content to find verifiable and reliable information sources. While the data-collection portion of this study took place in the aftermath of the 2016 American presidential election, with students and the public increasingly confused about #fakenews and what media sources to trust to disseminate information (Rainie & Anderson, 2017), structural revisions of this article took place during the COVID-19 outbreak and ensuing racial protests in the United States.
The socioeconomics of the working-class area where our open- admission regional campus is situated have resulted in a struggle to prepare and retain our underprepared students. The campus tutoring center is central to our retention efforts; to address the needs of our population, we offer both face-to-face and online tutoring. The article reports the findings of an empirical study that looks at writing instructors’ perception of these tutoring services, with emphasis on the online component.
This article argues the importance of viewing asynchronous screen-capture tutor feedback as a kairotic space that subverts normative views of time, writing process, and accepted tutoring practices such as a preference for non-directivity over directive feedback.
In this timely piece, Dr. Lisa Bell provides an overview of the strengths/cautions of online tutoring and argues that despite all these changes, what we need to preserve is the writing center’s ethos of being flexible and adapting to the needs of our students. In other words, our aim shouldn’t be to maintain the dynamics of f2f, but rather, to maintain our values as writing center practitioners.
IWCA hosted a webinar focused on the nuts and bolts of synchronous and asynchronous tutoring, and online communication tools you can use to connect to your staff and to your writers.
Not only is the current scholarship on technology professional development (TPD) of writing faculty at the periphery of Writing Studies, there doesn’t seem to be a clear conceptualization of the scope of knowledge and skills needed to teach writing with technology critically and productively. In this study, I address these issues using two research questions: a) What are the teaching with technology-related expectations for college writing faculty as stipulated in 11 CWPA, CCCC, and NCTE position statements? b) What are the characteristics of technology professional development programs, as identified in these statements, that train teachers to meet these expectations?
As the number of multilingual students increases at small campuses in rural areas that lack multilingual composition programming, there is a need to explore pedagogical and institutional strategies that help to pool limited or emerging resources to promote language justice for multilingual students.
This series tells the story of two writing centers and their Long Nights Against Procrastination.
Writing centers provide a crucial site for multilingual writers to experience generative and productive conversation about their writing projects and for their language and cultural experiences to be appreciated as sources for meaning-making. For this to be possible, tutors must understand the phenomenon and problems of standard language ideology (SLI) and should have opportunities to develop practices that reflect translingual perspectives on language and communication.