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Archives: 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

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March 2, 2021

Writing Center Asynchronous/Synchronous Online Feedback: The Relationship between E-feedback and Its Impact on Student Satisfaction, Learning and Textual Revision (2018)

This study investigates connections between asynchronous online feedback from writing center (WC) tutors and revision by non-native speakers (NNS). The chapter specifically examines work by students who speak English as a foreign language (EFL) at an American university in Greece.

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April 17, 2019

Student Perceptions of Online Writing Center Designs for Fully Online Programs (2017)

In this multiple-case study, the author investigated fully online students’ perceptions of and experiences with asynchronous and synchronous writing support options of an institutional writing center and a commercial tutoring service.

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March 14, 2019

Writer L1/L2 Status and Asynchronous Online Writing Center Feedback: Consultant Response Patterns (2017)

This case study examines the differences in comments offered by asynchronous online writing center consultants to L1 and L2 speakers and examines the potential disconnects in consultant perceptions of their practice. The researchers collected and coded sample papers and interviewed participants to contextualize data from the quantitative portion of the study.

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March 14, 2019

Closing the Grammarly® Gaps: A Study of Claims and Feedback from an Online Grammar Program (2017)

From 2012 to 2015, the online grammar program Grammarly® was claimed to complement writing center services by 1. increasing student access to writing support; and 2. addressing sentence-level issues, such as grammar. To test if Grammarly® could close these two gaps in writing center services, this article revisits the results of a Spring 2014 study that compared Grammarly®’s comment cards to the written feedback of 10 asynchronous online consultants.

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March 14, 2019

Dear OWL Mail: Centering Writers’ Concerns in Online Tutor Preparation (2017)

Much of the scholarship on writing centers narrates the stories of writers and their texts as told by tutors, administrators, and researchers. In an effort to bring writers’ voices to the forefront, this empirical study examines the types of questions and concerns writers have about their writing as submitted through the Purdue Writing Lab’s OWL Mail, an online, asynchronous question-and-answer email platform.

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March 14, 2019

Beyond the Lore: A Case for Asynchronous Online Tutoring Research (2017)

In recent years, scholars within the writing center community have urged for improved research practices within the field. Lore and experience have long been the field’s guiding influence.

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February 22, 2019

Creating an Online Presence for Hybrid Support (2017)

This chapter explores the web presence needed for instructors, students, administrators, and staff as hybrid courses are implemented at the institutional level and discusses the physical presence (office(s) and staff) needed to effectively provide and sustain online support for hybrid education.

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March 2, 2021

Multiliteracy Centers Spanning the Digital Divide: Providing a Full Spectrum of Support (2016)

Keywords digital literacy; digital divide; multiliteracy centers; underserved populations; two-year colleges Abstract Many publications on multiliteracy work in writing and multiliteracy centers have addressed how to respond to complex multimodal projects, but few have discussed offering basic digital literacy support for students who struggle with technology proficiency. In the same way that limited knowledge of …

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March 14, 2019

Second Language Writing Development and the Role of Tutors: A Case Study of an Online Writing Center “Frequent Flyer” (2016)

Motivated by increasing international student writing center use to learn more about second language writing development and its assessment, we conducted a case study of an undergraduate writer who submitted drafts to online tutoring over two years. Synthesizing the perspectives and methods of Applied Linguistics with those of First-Language Composition, we assessed the writer’s short- and long-term progress in the rhetorical, linguistic, and writing process components of her writing development.

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March 19, 2019

Online Learning and Academic Support Centers: How Synchronous Support Opportunities Affect Graduate Students’ Interactions with the Content (2016)

This study analyzed the effects of live academic support sessions on online graduate students’ interaction with the course content. This was accomplished through qualitative methods of data collection and analysis. In-depth interviews with eight purposely selected online graduate students provided the textual data.

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