Group items tagged

An example of the University of Montana Writing Center's Annual Report (2014-2015 academic year). The purpose of this report is to showcase for administrators the scope of our work as well as make visible a handful of the Writing Center's programs that reach across the curriculum. Authored by Kelly Webster, Director of the Writing Center.

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";

a report on how one center has worked to generate student interest (and so gain departmental funding); a report on "Autotutor: A Branching Self-Instruction Program"; a report on achieving competency with basic writers; mailing list

the first "Great Moments in Writing Lab History"; a report on "Comp-Lab Project" of York College, "where reduced classroom hours are systematically coordinated with a flexible schedule of autotutorial work in a writing laboratory"; a report from a WC on offering student support beyond auto-instruction; a report on computer-assisted instruction; mailing list

privacy issues related to sending session reports to students

several discussions of various reporting structures see also: http://lyris.ttu.edu/read/messages?id=19220142 see also: http://lyris.ttu.edu/read/messages?id=24549489 see also: http://lyris.ttu.edu/read/messages?id=24645477

discussing reports on sessions that can be sent to faculty or students see also: http://lyris.ttu.edu/read/messages?id=23763331 see also: http://lyris.ttu.edu/read/messages?id=24506407

book announcement, report on grammar workbooks, report on faculty outreach; "Questions Which Need Answers," a questionnaire for directors covering scope of writing labs, staff, problems, materials, financing, details of operation, evaluation; mailing list

Carnegis Mellon's Global Communication Center's resources site Includes resources on structuring reports, thesis and topic sentences, Powerpoints, cover letters, lit review, note taking, citation styles, visual design, videos, etc., etc.

a report from an academic skills center that offers tutoring in developmental reading and writing and English intro courses; article on using the center to train potential English teachers; mailing list

a report on student self-referrals attributed to advertising; a report from a new WC; review of _English 3200: A Programmed Course in Grammar_ (Joseph C. Blumenthal, HBJ); a WC that offers group instruction; mailing list

reports from 4Cs; article reviews; mailing list

"Using Regionally Oriented Materials in a Writing Center" (on dialect); "A Five-Minute Diagnostic for Writing Labs" (predicting student performance via error-finding exercise); reports from labs; "Handbook for Tutors" (description of an in-house training manual)

"Unnecessary Hangups" (in praise of using machine-based self-instruction or guided self-study tools when budgets don't allow for large tutoring staffs); report from a new WC; "Three Sources for Writing Lab Tutors" (on using funding from Veteran Affairs to provide services for veterans on the G.I. Bill); "Usage Study at BYU" (on identifying effective instructional materials); mailing list

report on a WC that offers help to basic writers; questions from a WC that is just getting started; mailing list

"Eight Suggestions to Attract More Students to Lab"; a handout on "Finding the Key Idea in Topic Sentences"; a note on "Building Administrator and Faculty Awareness"; reports from individual labs; mailing list

The Research Exchange Index (REx) is an searchable index of contemporary writing research. It features brief descriptions of individual projects, focusing on the research process and serving as a complement to other forms of scholarly publication (i.e., published research, institutional reports, formal and informal presentations)

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

crowdsourcing a list of resources on WCs and student learning/retention; research on cost-effectiveness; individual reports from directors that demonstrate value of WCs see also a discussion on writing centers and grade improvement: http://lyris.ttu.edu/read/messages?id=18268126