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.
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.
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.
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.
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.
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.
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.
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 …
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.
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.