Implementing an open process approach to a multilingual online writing center

2007 ◽  
Vol 24 (3) ◽  
pp. 247-265 ◽  
Author(s):  
Liesbeth Opdenacker ◽  
Luuk Van Waes
Keyword(s):  
Writing Center ◽  
Process Approach ◽  
Online Writing ◽  
Open Process

Is This a Real Person? A Tutor's Response to Navigating Identity in the Spaces of a Synchronous Electronic Writing Center

2011 ◽  
pp. 231-260
Author(s):  
Amy Lee Locklear
Keyword(s):  
Writing Center ◽  
Pedagogical Issues ◽  
Tutor Training ◽  
Online Identity ◽  
Online Writing ◽  
Face To Face ◽  
Electronic Writing ◽  
Real Person ◽  
Identity Perception ◽  
Synchronous Online

This chapter explores some of the theoretical and pedagogical issues that emerged from a study of identity, collaboration, and discourse methods in synchronous online writing center tutoring. Based on a newly introduced online component of an established university writing center, the premise of this study was to advance tutor training in the context of transferring traditional face-to-face (F2F) methodology to a synchronous terminal-to-terminal environment in a way that effectively preserved the integrity of dialogic collaboration. What emerged became a study of the rhetoric of face and space, in which an understanding of the complexities of online identity perception and projection becomes key to adapting existing F2F tutoring methods to online space in a way that promotes pedagogically sound discourse and learning.

Network support for writing across the curriculum: Developing an online writing center

1995 ◽  
Vol 12 (3) ◽  
pp. 335-353 ◽  
Author(s):  
Mike Palmquist ◽  
Dawn Rodrigues ◽  
Kate Kiefer ◽  
Donald E. Zimmerman
Keyword(s):  
Writing Center ◽  
Writing Across The Curriculum ◽  
Online Writing ◽  
Network Support

A Multilanguage Online Writing Center for Professional Communication: Development and Testing

2005 ◽  
Vol 68 (1) ◽  
pp. 8-22 ◽  
Author(s):  
Geert Jacobs ◽  
Liesbeth Opdenacker ◽  
Luuk Van Waes
Keyword(s):  
Learning Styles ◽  
Writing Center ◽  
Writing Centers ◽  
Professional Communication ◽  
Professional Writing ◽  
Press Releases ◽  
Online Writing ◽  
Modular Platform ◽  
Context Specific ◽  
The University

An online writing center developed at the University of Antwerp, Belgium, called Calliope, provides a modular platform aimed at enhancing learners’ professional writing skills in five different languages: Dutch, English, French, German, and Spanish. It supports courses in business and technical communication. The current version includes modules on press releases in English, business letters in French, and minute taking in Dutch. Unlike many online writing centers, it is genre-specific and context-specific, it is highly interactive rather than linear, it uses a process approach to cater to different learning styles, it accommodates different writer profiles, and it is an instructional tool not connected to a physical writing center.

Playing the Lynx: Creating the Writer's Complex as a Virtual Writing Center for Students at a Distance

1996 ◽  
Vol 25 (2) ◽  
pp. 109-116
Author(s):  
Elaine Handley ◽  
Susan Oaks
Keyword(s):  
Writing Center ◽  
Learning Needs ◽  
Important Goal ◽  
Online Writing ◽  
Online System ◽  
The Creation

This article describes the thinking and learning that lie behind the creation of an online writing center, The Writer's Complex. We discuss the construct of informative and facilitative hypertext. We explain how we used that construct to understand and design an online system to support the learning needs of adults studying independently and at a distance. One important goal of this project was to generate discussion among students about their experiences with the process of writing. We offer our own observations about the success of this endeavor and our thoughts about future designs for The Writer's Complex.

scholarly journals So You Want to Start a Peer Online Writing Center?

2013 ◽  
pp. 17-42
Author(s):  
Christine Rosalia
Keyword(s):  
Head Start ◽  
Writing Center ◽  
Writing Centers ◽  
Lessons Learned ◽  
Language Learner ◽  
Generation 1.5 ◽  
Learning Center ◽  
Online Writing ◽  
Local Contexts ◽  
Technology Affordances

The purpose of this article is to share lessons learned in setting up three different peer online writing centers in three different contexts (EFL, Generation 1.5, and ESL). In each center the focus was on the language learner as a peer online writing advisor and their needs in maintaining centers “for and by” learners. Technology affordances and constraints for local contexts, which promote learner autonomy, are analyzed. The open-source platforms (Moodle, Drupal, and Google Apps) are compared in terms of usability for peer writing center work, particularly centers where groups co-construct feedback for writers, asynchronously. This paper is useful for readers who would like a head start or deeper understanding of potential logistics and decision-making involved in establishing a peer online writing center within coursework and/or a self-access learning center.

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