Article – Page 14 – Online Writing Centers Association

The Development of an ESL OWL, or Learning How to Tutor Writing Online (2005)

Post author:Jenelle
Post published:January 1, 2005
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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.

How Do You Feel? Attitudes about Tutoring Online (2004)

Post author:Cynthia Pengilly
Post published:January 1, 2004
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Keywords Asynchronous, Synchronous, Tutor training, Tutor hiring, Technology First Paragraph So your writing center is going online? You've learned how to help many student writers in a traditional face-to-face situation-but…

Linking Technology to Pedagogy in an Online Writing Center (2004)

Post author:Jenelle
Post published:January 1, 2004
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Many law school Legal Writing programs are now using web-sites containing program descriptions, syllabi, course materials, discussion boards, and links to online research and writing re-sources. Several of these websites have links to online university writing labs (OWLs), which provide students with easy access to information about grammar, punctuation, and style.

Learning to Chat: Tutor Participation in Synchronous Online Chat (2003)

Post author:Jenelle
Post published:January 1, 2003
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Given that the tutor is reduced to an onscreen presence in online chat, there is a need to create frameworks to help define effective tutor behaviour in this medium. Here, tutor moves are categorised according to function and analysed in relation to their perceived effect on students' contributions.

One Writing Center’s First Steps onto the Web (2003)

Post author:Jenelle
Post published:January 1, 2003
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Our tale may be of some use because we learned to think small while constructing our online site, with a focus on meeting local needs and extending—rather than changing—our writing center’s pedagogy, based upon a theory of knowledge as contextual and socially constructed.

A Brief History of Computer Support for Writing Centers and Writing-Across-the-Curriculum Programs (2003)

Post author:Jenelle
Post published:January 1, 2003
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I trace the evolution of computer support for writing centers and writing-across-the-curriculum (WAC) programs. Calling attention to differences in the rate of adoption and in the type of technology favored by scholars in each area, I discuss their adoption of technology within the context of their varying instructional goals.

Tutor Time Commitment in Online Writing Centers (2002)

Post author:Jenelle
Post published:January 2, 2002
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Although research about online writing centers is more prevalent and, to some extent, has legitimized the existence of centers online, we find in our own experience that more research is needed to understand the unique needs of an expanding online writing center.

Theoretical Underpinnings of Online Writing Labs (OWLs) (2002)

Post author:Jenelle
Post published:January 1, 2002
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The purpose of this chapter is to consider the theoretical underpinnings that are common to most OWLs as virtual writing centers, despite the variant natures of individual OWLs.

Interfacing E-mail Tutoring: Shaping an Emergent Literate Practice (2002)

Post author:Jenelle
Post published:January 1, 2002
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Presents a descriptive analysis of 29 online writing lab sites for email tutoring, currently the most popular mode of computer-mediated collaboration.

What’s the Point of Your OWL? Online Tutoring at the University of Wisconsin Colleges (2002)

Post author:Jenelle
Post published:January 1, 2002
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Asynchronous courses, computerized classrooms, and Online Writing Labs (OWLs) have sprung up at even the smallest institutions. However, what is still in question is whether or not any of this technology has actually improved anything.