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.
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.
The Ohio State University’s Writing Center has implemented three models of asynchronous online support with varying degrees of success: two-step asynchronous consultations, one-step drop-off consultations, and the Online Accountability Writing Group. Our study fills a gap in the research in that it shares findings from one-on-one and group asynchronous online support.