Group items tagged

Resource page for high school writing centers, with a short description of what a h.s. writing center is, why a student-staffed center can work, and links to some high school writing center websites.

"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)

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

"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

"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."

discussing materials that make a space more accessible and/or more inviting or comfortable for students with a range of disabilities

report on SIG on serving ESL students; "Dealing with Criticism" (on helping students--includes "A Model for Reader Response" based on Bruffee's "The Brooklyn Plan"); "The Case for Faculty Workshops"; mailing list

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

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

working with students who don't know composition vocabulary/terminology

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

balancing training requirements when a staff is made up of both paid and unpaid (one-credit practicum) students

privacy issues related to sending session reports to students

a discussion of whether students tend to retain knowledge from semester to semester

discussing whether required student visits bear favorable results

a discussion of programs centers use to collect data and track student visits

Video on the Brigham Young Writing Center website, introducing students to what the Writing Center offers.

a list of resources on topics including: history; administration, program development, and professional concerns; graduate student administration; theory; practice; peer tutoring training and issues; online writing centers; and K-12 Writing Centers

Bell, Diana C., Holly Arnold, and Rebekah Haddock. "Linguistic Politeness in Peer Tutoring." The Learning Assistance Review 14.1 (2009): 36-54. From abstract: "use[s] politeness theory to analyze the developing tutorial relationship between students and peer tutors in a university writing center" (36).