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.
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Interdependence can help writing center administrators shift their focus from the writer-as-client to the tutor-as-client because, technically speaking, writing centers don’t work with writers--our tutors do. It’s about culture, not service, and it’s about investing in our employees.
Technological tools have long afforded writing centers abilities that they would not have as solely brick-and-mortar institutions.
This presentation rethinks the framework of distributed knowledge networks and its potential for understanding the participants in a writing center community.
Online learning and instruction are far from new practices in the year 2021, but they have grown in significance and importance under the circumstances that the world has come to face. Many instructors and learners across the world have been forced to educate in the online realm due to the global COVID-19 pandemic, which continues to create uncertainties about the upcoming academic year. Jessie Borgman and Casey McArdle could not have published their book Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors at a more convenient time, as online instruction appears to remain a dominant mode of delivery for most educators.
In 1974, the Conference on College Composition and Communication (CCCC) adopted the Students’ Right to Their Own Language resolution (full statement published in College English the following year). This landmark resolution acknowledged that differences in language production vary according to individual and group non-negotiable differences.
Composition studies has increasingly displayed an interest in graduate student writing. Writing may be the most unifying experience of graduate students across programs, disciplines, and institutions, since writing is perhaps the most fundamental action of scholarship.
This article reports on findings from a hyperlocal programmatic survey on writing instructors’ experiences in moving teaching online during the coronavirus pandemic. It highlights key challenges instructors reported, including a need for strategies addressing increased workload; a desire for greater experience with pedagogy- rather than technology-driven instruction; a plea for attention to personal/professional well-being; and concerns about the increased attention needed to address logistics in digital teaching. The article contextualizes these local challenges within larger scholarly conversations about online writing instruction (OWI) and offers a series of pedagogical and professional best practices relevant for future online and hybrid teaching. It concludes with a discussion of the limitations of this project and directions for future research.
Transgenerational and intergenerational memory relies on the voices of those who precede us. I crave the insights and wisdom of those voices.
In their article “We are Family: I Got All My (HBCU) Sisters with Me” in the 2016 “Where We Are: Historically Black Colleges and Universities and Writing Programs” section of Composition Studies, Hope Jackson and Karen Keaton Jackson state, “It is our hope that the HBCU experience will one day be fully integrated in composition studies . . . without the designation of ‘special issue’” (157). While their article focused on writing center studies, their call echoes that of Jacqueline Jones Royster and Jean C. Williams in “History in the Spaces Left: African American Presence and Narratives of Composition Studies.”
Social media has been a cornerstone of my professional life since before I formally entered my doctoral studies, but I never rushed to sign up for new platforms. I didn’t use Facebook until 2007, when I joined because a friend encouraged me to. I took even longer to create a Twitter account; in March 2016, I joined, once again because a professional peer highlighted its networking and informal professional development uses. I still maintain both accounts: Twitter as a mostly professional online space, Facebook as a hybrid space showing professional and personal interests. During my doctoral studies, my interest in social media deepened: such media became something I both researched and practiced in multiple contexts and capacities.