“Welcome. Come in. Would you like a something to drink? Is this seat okay?” What does welcome look like to you? To the writers who visit your center? To your fellow consultants? Is it the same? Does welcome equate a certain level of comfort and/or safety? Should it?
At the Montana State University (MSU) Writing Center, the sticker we offer to students while telling them about what we do at the Writing Center says, “Writing Happens Here.”
This presentation presents tools and tips gleaned from one tutoring and writing center’s experience expanding its online operations. Directly addressing concerns and misconceptions about online tutoring, it suggests best practices for developing a tutoring program that serves the needs of online students. Both synchronous and asynchronous tutoring methods are addressed, as well as accessibility concerns.
This project demonstrated the urgency of developing writing center pedagogies for adult professionals—those working in fields requiring higher education, usually a college degree, and including formal standards of practice—in contrast to either traditional college student writers or graduate students in scholarly fields.
For students operating in an online environment, making support services available in the same fashion is vital to their ongoing success. Even for students attending classes face-to-face, allowing the option for online support makes sense as students are researching and writing online.
This article describes a replicable process for developing a reference manual of model asynchronous written responses to errors in the writing of multilingual writers for the purpose of tutor training and development.
The Technological, Pedagogical, and Content Knowledge (TPACK) model can be applied to tutor training in online writing centers to help tutors develop the skills required to meet individual student learning needs.
This article presents results from a survey of volunteer tutors who provided feedback to clients on in-process papers that clients shared with the PSG. Findings illuminated tutors’ motivations, foci of feedback for writers, and challenges of peer-readership through online collaboration.
Drawing upon previous work on the tutoring strategies of instruction, scaffolding, and motivation within in-person writing tutorials (Mackiewicz & Thompson, 2014; 2015), this study analyzes ten transcripts from asynchronous screencast tutorials to determine how and to what extent writing tutors use instruction, scaffolding, and motivation in an online setting.
This article details the process of designing a method for asynchronous Online Writing Tutoring (OWT) in the institutional context of a community college. This article examines how Google Suite presents an exciting option for free, bespoke Online Writing Lab administration.