Group items tagged

discussing how to handle a situation in which a staff comes appointed by a graduate department rather than hired by the WC director

discussing how to implement or increase student involvement in the hiring process

a discussion of how to handle tutors with a gossip problem

The Journal of Response to Writing publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing. JRW has three purposes: 1. Provide a venue for theorizing and reporting ground-breaking research on response to writing 2. Invite writing theorists, researchers, and practitioners to a venue to share their work with one another and colleagues in adjacent fields, most notably Composition, Applied Linguistics, and Foreign Language teaching viz a viz L1 and L2 writing 3. Provide new or inexperienced teachers with immediate suggestions for use in giving, encouraging, or managing responses to their students' writing

This video presents a workshop in which Dr. Monique Akassi, Director of Morgan State University's Writing Center, teaches students to code switch and code mix from Ebonics to English. Dr. Akassi stresses how code switching and mixing can help students write in English and incorporate both languages in their writing.

discussing how to help students who want writing help but aren't working on a particular project (general skills)

what's offered, how copied resources are credited, online vs. print, etc.

how can tutors deal with plagiarism without becoming the "plagiarism police"?

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

a discussion of how to negotiate for the budget to fund summer hours

a discussion of whether to offer credits and, if so, how many see also: http://lyris.ttu.edu/read/messages?id=1065120

From ABSTRACT: "For teaching practices in the Writing Center, the findings raise questions about how writing center pedagogy can empower L2 writers on their language control when the writing consultants have the ultimate control in language and the L2 learners have the inherent uncertainty. While writing center work draws on the advantages of collaborative dialogues and effects better language control for ESL writers based on a sociocultural learning perspective, writing center pedagogy needs to continue reconsidering the needs and beliefs of ESL writers (Blau & Hall, 2002; Powers, 1993). The language issue in ESL writing is not a lower order concern in the writing, but more likely a primary concern for the writer. As also found in this study, when the broader contextual factors such as the focus of writing and writers' beliefs are taken into account, language knowledge and control are not just about linguistic correctness to ESL writer development. In striving to create better writers but not just better writing for any writers, it is crucial for writing centers to continue rethinking their staff training on the topic of language issues with their diverse multilingual clientele who speaks English as a second language."

a discussion of how to best approach training veteran tutors when one is a new director (changing policies, new training, etc.)

discussion of how a tutor should address plagiarism when a writer incorporates a reviewer's wording without attribution

a discussion of how to best assist a NNES graduate student who comes to the center asking for help with assessing and commenting on student papers

a discussion of how we distinguish between teaching and tutoring (and whether we should); see also: http://lyris.ttu.edu/read/messages?id=559076 for continuation of discussion

discussion of how to manage faculty expectations and cope with faculty members who appear unsupportive of the writing center's work/mission update here: http://lyris.ttu.edu/read/messages?id=1142114

a discussion of how to supplement a small budget or secure budget increases when existing resources are maxed out

discussing how to manage student expectations of writing center services

discussing how to accommodate special needs students in open-plan WCs where noise is an issue