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.
Launched in 2008, the Digital Archive of Literacy Narratives (DALN) is an online collection of over 7000 stories of literacy experiences, containing submissions from around the world in text and multimodal formats.
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.
John Duffy has been reviving the classical concept of ethics for incorporation into the teaching of writing for the past several years for good reason: a short time ago, what we were calling “incivility” in public discourse has devolved into something worse, evident in our political leaders’ and their supporters’ language use (and actions) built on lies, white supremacy, dehumanization, gaslighting, and purposeful, hard-to-look-at denial of facts, evidence, and reality generally speaking.
In March 2019, compositionists met in Pittsburgh for the annual Conference on College Composition and Communication. In his Chair’s Address that year titled, “How Do We Language So People Stop Killing Each Other, or, What Do We Do about White Language Supremacy?” Asao B. Inoue addressed the “steel cage of [w]hite supremacy” that determines what happens in classrooms, connecting metaphorical bars to the metal and concrete cells that claim the lives of many BIPOC1 (353).
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.
At Juniata College, a small liberal arts college, faculty and students have a lot of freedom in what forms their research can take. Jill and Fisher are seniors at Juniata, both working on multimedia research projects; Hannah is their faculty mentor and a faculty member in professional writing and integrated media arts. We believe that in the field of composition, faculty mentors should be encouraging students and providing research experiences with similar freedom so students can work in multimedia forms and address audiences that are relevant to them.
In the summer that preceded our first semester at Wittenberg University, when questioned about our decision to commit to an intensive research program in a field we knew absolutely nothing about, the three of us likely gave the same robotic answer: “It is a wonderful opportunity.” We knew that we were paired with a faculty mentor to work collaboratively on a research project during our first year, and we knew that we’d been presented with a project intended to study the effectiveness of eTutoring comments in Wittenberg University’s Writing Center.
This article reports on a statewide implementation of a corequisite model of instruction for first year writing at two- and four-year public, postsecondary institutions in Idaho. This project explores how these institutions manage political and economic mandates for educational reform while preserving educational quality for students and teaching conditions for faculty.