It has become almost rote to say that now, more than ever, students need to understand how to navigate web content to find verifiable and reliable information sources. While the data-collection portion of this study took place in the aftermath of the 2016 American presidential election, with students and the public increasingly confused about #fakenews and what media sources to trust to disseminate information (Rainie & Anderson, 2017), structural revisions of this article took place during the COVID-19 outbreak and ensuing racial protests in the United States.
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.
In March 2019, compositionists met in Pittsburgh for the annual Conference on College Composition and Communication. In his Chair’s Address that year titled, “How Do We Language So People Stop Killing Each Other, or, What Do We Do about White Language Supremacy?” Asao B. Inoue addressed the “steel cage of [w]hite supremacy” that determines what happens in classrooms, connecting metaphorical bars to the metal and concrete cells that claim the lives of many BIPOC1 (353).
At Juniata College, a small liberal arts college, faculty and students have a lot of freedom in what forms their research can take. Jill and Fisher are seniors at Juniata, both working on multimedia research projects; Hannah is their faculty mentor and a faculty member in professional writing and integrated media arts. We believe that in the field of composition, faculty mentors should be encouraging students and providing research experiences with similar freedom so students can work in multimedia forms and address audiences that are relevant to them.
In the summer that preceded our first semester at Wittenberg University, when questioned about our decision to commit to an intensive research program in a field we knew absolutely nothing about, the three of us likely gave the same robotic answer: “It is a wonderful opportunity.” We knew that we were paired with a faculty mentor to work collaboratively on a research project during our first year, and we knew that we’d been presented with a project intended to study the effectiveness of eTutoring comments in Wittenberg University’s Writing Center.
This article reports on a statewide implementation of a corequisite model of instruction for first year writing at two- and four-year public, postsecondary institutions in Idaho. This project explores how these institutions manage political and economic mandates for educational reform while preserving educational quality for students and teaching conditions for faculty.
At MTSU’s Margaret H. Ordoubadian University Writing Center (UWC), we pride ourselves on being a dynamic, multifaceted writing center. Our university has a diverse population with varied needs, and we strive to help our students grow as writers not only with one-on-one tutoring but also with a number of different services that promote community and literacy.
Writing centers have long struggled with their relationship to multimodal, particularly digital, composition. As the “writing” in the name implies, writing centers most frequently focus on written alphabetic texts; historically, consultants not only work with traditional mediums, but are trained to work primarily on research papers, essays, shorts writings, cover letters, etc. However, when it comes to multimodal composition, writing centers are divided on how to approach it.
The University of West Georgia (UWG) has had supplemental writing support of some kind since Dr. Martha Saunders created the “Writing Lab” in 1980. Over the years, as UWG has grown and evolved, so have the support services offered.