Group items tagged

Jude Carroll reflects on her 2005 recommendations on managing student plagiarism and on lessons learned since then.

Key issues: Focus on learning Make procedures user-friendly Criteria for decisions about plagiarism

a discussion of non-tutor staff members who manage center operations

discussing how to effectively manage students who ask for help a few hours before a paper is due

discussing undergrad tutors who hold administrative responsibilities

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

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

discussing how to manage student expectations of writing center services

see also: http://lyris.ttu.edu/read/messages?id=24557549

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

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

discussion of and resources on setting boundaries regarding session length/end of session

an in-depth discussion on backlash against a director's attempts to introduce a majority-white staff to issues of racism and cultural sensitivity