Group items tagged

Discusses research findings that writing center users procrastinate less on their writing, and that writing centers can be particularly helpful for student who have a high procrastination tendency.

Looks at collaborative learning and collaborative pedagogy in the writing center and how to overcome the challenges of both.

Suggests that writing centers should look to Long's Reactive Behavior Patters in order to better understand writer and writing center consultant behavior.

Via CompPile: "This review-essay of Lee-Ann Kastman Breuch's Virtual Peer Review: Teaching and Learning about Writing in Online Environments focuses on virtual peer review (VPR) and its place in composition pedagogy. Breuch's two main points of interest are what is gained by immersing students in online learning, and what could the composition community lose during the transition. In six chapters, Breuch discusses these ideas respectively: 1) how to distinguish the differences between VPR and face-to-face peer review through the use of remediation, specifically with reference to three characteristics of Computer Mediated Communication (CMC): time, space and interaction; 2) how these dimensions play out in virtual communication and instruction; 3) a more focused analysis of the 'tension' that arises when peer review is placed in the virtual world; 4) the challenges of the ownership of ideas in VPR; 5) other concerns raised about VPR; and 6) how VP can be used in the classroom and other writing contexts, the university Writing Center being one example. [Jennifer Maness] "