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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Like many of you, I found the Spring 2020 semester to be a whirlwind, and not in the usual way. COVID-19 fundamentally changed many aspects of daily living, from how we work and attend school to how we shop for groceries and connect with our families. Our lives shifted swiftly, with little forewarning, and, in many respects, may never be quite the same again
As more writing centers move to include synchronous chat as a writing center consultation option, writing center researchers and practitioners must continue examining the affordances and constraints of the medium. In this article, we analyze four synchronous online consultation transcripts from one writing center’s pilot program to evaluate consultation patterns and arcs, approaches to teaching and tutoring, and the role of digital language, or netspeak (Crystal 19), in tutors’ feedback.
To date, there is very little critical engagement with the field of data visualization in writing center studies. This project critically engages with data visualization practices for large text-based data sets; we use Voyant, an open-source web-based application, to conduct corpus analysis on session notes from writing centers located at four institutions.
Writing programs and classrooms often bring together the most diverse groups of students from across a campus. Our teaching may be on the cutting edge, student-centered, multimodal, progressive. Too often, however, we fail to communicate with disability services offices about the unique nature of our teaching and learning.
During the 2017-2018 academic year, Nova Southeastern University (NSU) opened a new Writing and Communication Center (WCC) designed to offer assistance to all 20,000 NSU students. A private, not-for-profit institution, NSU is one of only 37 universities to have Carnegie classifications as both “high research activity” and “community engaged.”
This position paper exemplifies potential and existing applications of bilingualism, multilingualism, and translingualism in tutoring sessions with support from existing literature and contextual examples from a public state university’s writing center. The authors advocate for the acceptance and incorporation of a diverse range of languages, dialects, and accents in writing and tutoring practices, providing local context to support the development of the writing center as a hub for diversity and a sense of belonging, to the benefit of participating students.
The goal of this essay is to help the field re-see the value of asynchronous writing center work and to demonstrate why it should be as an innovation rather than a disruption, a valid option for students, rather than a subpar alternative.
Dissertation boot camp (DBC) programs have been adopted at many postsecondary institutions across North America over the last decade. Responding to Simpson's (2013) call for writing centers to do more than simply share anecdotal information about the effects of their DBC programs, the authors of this mixed-methods study assess the benefits of these programs for doctoral students.
The forces of globalization and the development of English as a lingua franca have made many scholars and practitioners highlight the urgent need for foreign language literacy. The Norman M. Eberly Multilingual Writing Center (MWC) at Dickinson College addresses that need by offering peer writing tutoring in eleven languages.
Though composition studies has long sought to leverage new technologies of literacy to help students go public, we remain anxious about our ability to do so, as students commonly enter our classrooms already composing for diverse public audiences in a variety of digital contexts. Yet students, too, are often anxious about these new modes of composition, which circulate in a destabilized rhetorical environment where traditional understandings of authority, argument, and audience no longer hold.