Keywords
asynchronous, written feedback, email, in-text comments, marginal comments, second language writers, English as second language (ESL), ESL center, pedagogy, error correction, error feedback, grammar, interlanguage, plagiarism, research study
Abstract
This essay describes the development of an ESL OWL by grounding practices in language and literacy pedagogy theory. An initial discussion explores OWLs emulating physical writing center spaces. Two areas of concern are then addressed in meeting the needs of second language writers as they relate to practices and training for online tutoring: error correction—an area of frequent concern to second language writers—and increased interactivity—meeting second language writer expectations and creating autonomous learners. Issues of plagiarism by second language writers are discussed as related to the type of feedback OWL tutors can provide. Highlighted throughout are samples of interactions between tutors and writers that show a process of learning how to create dialogue rather than dictations from the tutor to clean up a single essay.
Citation Information
Type of Source: Journal Article
Author: Sarah Rilling
Year of Publication: 2005
Title: “The Development of an ESL OWL, or Learning How to Tutor Writing Online”
Publication: Computers and Composition, Volume 22, Issue 31
Page Numbers: 357-374