Group items tagged

The present study aims to investigate the extent to which L2 learners' individual differences (field dependency and writing motivation) predict their retention of a teacher's written corrective feedback (CF) in the short and in the long run. Using Ellis's (2010) theoretical framework, the study examines the issue from cognitive and affective perspectives. Data was collected from 127 intermediate-level university students through written essays, a field-dependence/independence (FDI) questionnaire, and a writing motivation questionnaire, which were analyzed through t test, ANOVA, and multiple regression. The results reveal that there is a strong relationship between field independence (FI) style and the students' successful short-term and long-term retention of corrections in the subsequent writings. Writing motivation, however, influences the short-term retention of CF only.

ABSTRACT: "This paper reports the results of a study comparing the interactional dynamics of face-to-face and on-line peer-tutoring in writing by university students in Hong Kong. Transcripts of face-to-face tutoring sessions, as well as logs of on-line sessions conducted by the same peer-tutors, were coded for speech functions using a system based on Halliday's functional-semantic view of dialogue.Results show considerable differences between the interactional dynamics in on-line and face-to-face tutoring sessions. In particular, face-to-face interactions involved more hierarchal encounters in which tutors took control of the discourse, whereas on-line interactions were more egalitarian, with clients controlling the discourse more. Differences were also found in the topics participants chose to focus on in the two modes, with issues of grammar, vocabulary, and style taking precedence in face-to-face sessions and more "global" writing concerns like content and process being discussed more in on-line sessions." "

University of Maryland Writing Center's website has a page on Cultural and Linguistic Awareness. Individual pages on Amharic, Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Russian, and Spanish.

Long introduction to the speaker (you could fast forward to about 12 minutes). Outlines different perspectives on grammar, with links to models of learning/acquisition. Could be useful for tutor-training: traditional focus on prescriptive grammar balanced by context/texture, collocation and emergent phenomenon; some practical ideas could be used by tutors.

a report from Cs on materials development; a report from Cs on "Writing Lab Possibilities as the Small College/University; a discussion of staffing (undergrad, grad peers; professional; faculty; self-instruction) for materials-centered vs. student-centered labs (i.e. the difference between teaching more students with fewer staff vs. offering one-on-one support); a 4Cs report on "Setting up a Writing Lab";

discussing policy changes or different hours/offerings during last weeks of the semester

An annotated bibliography covering relatively recent books and journal articles; topics include philosophy, theory/practice, pedagogy, evaluation, assessment, and graduate writing support

"College readiness has several dimensions, but of particular import is readiness to produce scholarly work that meets the expectations of college instructors. Differences from high school and college are well documented in the literature, and this study adds to that body of work by delineating the characteristics of first-year college assignments through a qualitative analysis of college faculty assignment instructions. Three themes emerge from the analysis: information literacy, especially initiating inquiry; academic writing, especially citing evidence in support of a thesis; learner dispositions, especially curiosity, open-mindedness, self-reliance, and perseverance. Findings have implications for high school library programs and high school teachers as well as librarians working with first-year college students."

policies and procedures for walk-in hours, and a question about whether tutors need different training for walk-ins

"The Citation Project is a multi-institution research project responding to educators' concerns about plagiarism and the teaching of writing. Although much has been written on this topic and many have expressed concerns, little empirical data is available to describe what students are actually doing with their sources. At present, therefore, educators must make policy decisions and pedagogy based on anecdote, personal observation, media reports, and the claims of corporations that sell "solutions." The Citation Project begins the process of providing descriptive data. Our research team systematically studies randomly selected, source-based student papers from a range of different institutions. Our purpose is to describe how student writers use the sources they cite in their papers. With this information, educators will be able to make informed decisions about best practices for formulating plagiarism policies and for teaching rhetorically effective and ethically responsible methods of writing from sources. Preventing plagiarism is a desired outcome of our research, as the subtitle above indicates, but the Citation Project research suggests that students' knowing how to understand and synthesize complex, lengthy sources is essential to effective plagiarism prevention. If instructors know how shallowly students are engaging with their research source-and that is what the Citation Project research reveals-then they know what responsible pedagogy needs to address."

discussing the merits and descriptions of different titles for the head admin of a center

discussing strategies for training tutors to better support writers with LDs

Web video series showcasing different tutoring scenarios in a brick-and-mortar WC setting.

following the death of Tyler Clementi, important discussion of the role of the writing center in providing a safe space/space of action for LGBTQ students

references and annotations "focused on race/racism, antiracism, and racial justice"

Includes: APPENDIX: AN ANNOTATED BIBLIOGRAPHY OF LGBTQIA/WRITING CENTER SCHOLARSHIP "

An overview of plagiarism, published in The Internet TESL Journal, 2009, written primarily for people who teach English Language Learners

a discussion of strategies for working with a student who identifies as autistic/having autism see also: http://lyris.ttu.edu/read/messages?id=17249148

crowdsourcing a list of articles on a wide range of disabilities