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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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Singular Asynchronous Writing Tutorials: A Pedagogy of Text-Bound Dialogue (2015)

This chapter offers a different perspective on asynchronous online writing tutoring based on the teaching practices in place at the Centre for Academic Writing (CAW), Coventry University, England. It develops a new theoretical framework for existing tutorial practices and suggests juxtaposition through parenthetical comments as a pedagogically-sound strategy for teaching critical thinking in asynchronous online student-tutor communication and potentially in other teaching contexts.

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The Online Writing Conference: A Guide for Teachers and Tutors (2015)

More writing courses than ever are being taught online, and effective online writing instruction requires teachers to communicate deliberately and clearly in order to have productive relationships with their students. In The Online Writing Conference: A Guide for Teachers and Tutors, former chair of the CCCC Committee for Effective Practices in Online Writing Instruction Beth L. Hewett articulates the how and why of one-to-one online writing conference pedagogy.

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The Evolution of UW-Madison’s Writing Center Online: A Wayback Look (2015)

Keywords websites, writing center history, gopher sites, asynchronous, writing across the curriculum (WAC) Abstract My article demonstrates how to integrate the static web pages with the dynamic forum for an effective learning experience on the OWL. I explain, through recent research, why asynchronous feedback provides effective, individualized writing instruction to students with various learning styles …

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Online Writing Labs (2015)

OWI should be supported by online writing centers, most often referred to as online writing labs or OWLs. Developing these support structures, however, can be a daunting endeavor for many institutions, as OWLs are plagued with issues related to the perception that it is a deficit model for tutoring, accessibility issues, appropriate tutor training, and technology.

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Word Choice Errors in Chinese Students’ English Writing and How Online Writing Center Tutors Respond to Them (2015)

Examining 200 word choice errors from Chinese students’ drafts submitted to a writing center’s online asynchronous tutoring program, the present study demonstrates that second language writers need help with word choice. Word choice problems, a natural part of second language learning, can negatively affect rhetorical effectiveness and readers’ comprehension and evaluation.

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Adapting the High School Writing Center Model for Virtual Education (2015)

Currently my high school writing center tutors are delivering asynchronous sessions, offering three hours a day of live face-to-face dialogue, and committed to the discussion that is writing. To admit that my tutors are high school students, grades nine through twelve, should not surprise you in that we’ve all seen a movement pushing for writing centers to appear at the secondary level, but what might surprise you is that my high school students are also online learners.

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Seeing New Connections: Tutoring Spaces and the Writing Center Commons (2014)

In her article “Composition’s Imagined Geographies: The Politics of Space in the Frontier, City, and Cyberspace,” Nedra Reynolds sums up in three words something nearly all writing instructors have learned keenly by experience: “Space does matter.” For better or for worse, our authority as writing instructors is often drawn from the contexts in which we’re working – as are the practices through which we enact that role.

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