Learning to write in an online writing center: The effect of learning styles on the writing process

2014 ◽  
Vol 73 ◽  
pp. 60-71 ◽  
Author(s):  
Luuk Van Waes ◽  
Daphne van Weijen ◽  
Mariëlle Leijten
Keyword(s):  
Learning Styles ◽  
Writing Center ◽  
Writing Process ◽  
Online Writing

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.

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

scholarly journals Elaboración de una prueba diagnóstico para medir habilidades de escritura académica

2021 ◽  
Vol 39 (1) ◽  
pp. 131-146
Author(s):  
Carmen Elena Muñoz Rodríguez ◽  
Bernardo Enrique Pérez Álvarez
Keyword(s):  
Diagnostic Test ◽  
Writing Center ◽  
Writing Process ◽  
Academic Literacy ◽  
Writing Skills ◽  
Diagnostic Instrument ◽  
University Environment ◽  
The University

El artículo describe el proceso de elaboración de un instrumento diagnóstico para la evaluación de las habilidades de escritura en estudiantes (de pregrado y posgrado) que acuden al Centro de Escritura (CE) de la Universidad Michoacana de San Nicolás de Hidalgo (UMSNH) para obtener ayuda en sus productos escritos. La prueba tiene un valor cualitativo que otorga un resultado individual, y a la vez constituye una base para desarrollar una prueba institucional que atienda de manera específica necesidades de escritura con un criterio mixto de análisis. Uno de los pasos necesarios en la implementación del CE en la UMSNH fue la elaboración de un instrumento diagnóstico que permitiera conocer la situación en la que llegan los usuarios en sus habilidades de lectura y escritura, pues con este primer acercamiento los servicios que en el centro se ofrecen pueden ser más eficientes; asimismo, se busca conocer qué dimensiones o niveles de la actividad de escritura son más urgentes de atender tanto a nivel individual como a nivel institucional. El CE está enfocado en el proceso de producción del texto y en el escritor mismo, como instrumento que permita conocer cuáles son las habilidades y debilidades que los usuarios poseen. This study aimed to apply a diagnostic instrument that allowed determining the degree of academic literacy achieved by students in relation to their level of studies (undergraduate or graduate). That is, students’ knowledge, abilities, skills, beliefs and / or prejudices regarding the writing process were analyzed. The methodology describes the process of elaborating a diagnostic instrument for the evaluation of students’ writing skills who visit the Writing Center of the Universidad Michoacana de San Nicolás de Hidalgo with the purpose of getting help on their written products. The results obtained were analyzed from a qualitative perspective, with a correlation between the main characteristics that the students consider are important in the task of writing. The results found that students work (i) to develop those areas that allow a text to be coherent, (ii) to have a good command of spelling; and (iii) to learn how to start writing. The diagnostic test made it possible to establish the parameters which define the characteristics that users must meet in the writing process to consider that they develop this activity well, and that they have reached a level of sufficiency in academic literacy that allows them to get by in the university environment.

scholarly journals Google Docs in Undergraduate online Composition Class

2021 ◽  
Vol 4 (1) ◽  
pp. 65-84
Author(s):  
Hany Zaky
Keyword(s):  
New York ◽  
Learning Styles ◽  
Peer Assessment ◽  
Collaborative Writing ◽  
Age Groups ◽  
Pedagogical Practices ◽  
Writing Classes ◽  
Online Writing ◽  
Google Docs ◽  
Composition Students

Google Docs, as a collaborative online writing tool in Higher Education, facilitates and enhances the Composition pedagogical practices in face-to-face and virtual classes. The purpose of this quantitative study is to investigate the students’ learning styles’ impact on their Peer Assessment using Google Docs. Participants included 149 Composition students in a Public Health College of a private university in New York City. The statistical findings of this study revealed that students’ learning skills in online writing classes could drive their perceptions of using Google Docs as a Peer Assessment Writing tool. These findings highlight the high correlation between students’ desire to interact after writing in English and their perceptions of using Google Docs as a collaborative writing tool. The findings also revealed statistically significant relationships between students’ perceptions of using Google Docs and their preferences of receiving feedback in different language areas. An increase in students’ perception of receiving feedback on their grammar, the flow of ideas, mechanics, quality of ideas, and Vocabulary, in that order, strongly led to an increase in their perceptions of using Google Docs. However, the findings indicate that there was no statistically significant linear relationship between students’ perceptions of their technical skills and their perceptions of using Google Docs in their online writing classes. Median Google Docs’s perceptions of males and females were not statistically different. There were no statistically significant differences in students’ Perceptions of Using Google Docs across the various age groups.

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 Do This Article

2020 ◽  
Vol 30 ◽  
pp. 223-236
Author(s):  
Meredith Barrett
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Training Program ◽  
Writing Center ◽  
Tutor Training ◽  
Peer Tutors ◽  
Hands On ◽  
Hands On Learning ◽  
New Ideas ◽  
Reflective Essay

From the multiple theories of experiential learning to discourse on learning styles and preferences, hands-on learning is well known as an important mode of engaging with new ideas and processes. This article runs with this notion by not just sharing interactive activities for training peer tutors but asking readers to participate in them. A narrative and reflective essay, it walks the audience through three exercises, step by step, and explores their impact in the contexts of the author’s tutor training program, her 2019 Canadian Writing Center Association Conference workshop, and the article itself. The piece asks whether there is room for more hands-on learning in all of these venues and calls on readers to reflect on their own experiences.

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