scholarly journals Challenges and Changes: The Development of an English Writing Center in Taiwan (Note 1)

2018 ◽  
Vol 6 (4) ◽  
pp. 265
Author(s):  
Dayna Epley ◽  
Rebecca Day Babcock ◽  
Matt Linnenkugel
Keyword(s):  
Writing Center ◽  
Writing Centers ◽  
Public University ◽  
Cultural Knowledge ◽  
Current Concept ◽  
Short Term ◽  
English Writing ◽  
Technical University ◽  
A Current

<p><em>This paper explains the process of a group from a regional public university in Texas, USA attempting a short-term project to start a writing center at a private technical university in Taiwan. The group encountered several challenges and this paper attempts to reflect on and analyze what happened and to assist others who may have similar plans. Writing centers are growing in Asia but may need a different approach than just transplanting a US approach uncritically. Also cultural knowledge is key in endeavoring to re-establish a current concept in a new context.</em></p>

scholarly journals Challenges and possibilities in tutorials in a writing center in Japan

2013 ◽  
Vol 37 (6) ◽  
pp. 17
Author(s):  
Maiko Nakatake
Keyword(s):  
Foreign Language ◽  
Writing Center ◽  
English Proficiency ◽  
Writing Centers ◽  
Support Service ◽  
First Year ◽  
English Writing ◽  
Grammar Correction ◽  
Writing Course ◽  
The University

In recent years, interest in English writing centers as a support service for students’ writing beyond the regular curriculum has been growing in Japanese universities. Our writing center at the University of Tokyo was established under a first-year scientific English writing course in 2008. Our writing center offers tutorial sessions for students’ L2 (English) writing in L1 (Japanese) on a one-to-one basis. This article provides a brief introduction to our writing center and describes the challenges that tutors face, which are unique to writing centers in contexts where English is a foreign language. In this article, I would like to focus on three major points: the issue of grammar correction, tutors’ English proficiency, and tutees’ unfamiliarity with the writing center and tutoring style. This article also discusses the roles and possibilities of writing centers in Japan for both tutors and students. 近年、日本の大学において、正規課程外で学生の英語ライティングを支援する機関として、ライティング・センターへの関心が高まっている。東京大学のライティング・センターは、2008年に、理科系1年生のための英語アカデミック・ライティング・プログラムのもとに設立され、学生の科学英語論文に対するチュートリアルを１対１の形式で、日本語で提供している。本論では、本ライティング・センターの取り組みを紹介し、さらに現在直面している3つの問題点（文法の修正に関する問題、チューターの英語力に関する問題、学生のライティング・センター及びチュートリアルに対する認知度の低さの問題）に焦点をあてる。また、EFL環境下にある日本のライティング・センターが学生とチューターの両方に与える影響を明らかにし、日本の英語ライティング・センターが果たす今後の役割と可能性について検討する。

scholarly journals Discovering Methods of Bettering our Writing Center: A Report on Visits to US University Writing Centers

2016 ◽  
pp. 355-364
Author(s):  
Shawn Andersson ◽  
Maho Nakahashi
Keyword(s):  
Academic Success ◽  
Best Practices ◽  
Writing Center ◽  
Writing Centers ◽  
University Of California ◽  
Learning Center ◽  
English Writing ◽  
Day To Day Operations ◽  
The University ◽  
Us University

English writing centers in Japan are a somewhat new phenomenon. The purpose of this study was to gain a perspective of actual operations of writing centers abroad. We visited the English writing centers of three universities in California with well-established, large centers to get a perspective of the day-to-day operations and best practices on how to run a writing center. The universities that we visited include the Hume Center for Writing and Speaking at Stanford University; the University of California, Berkeley Student Learning Center; and the University of California, Davis Student Academic Success Center.

scholarly journals Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110622
Author(s):  
Yvette Denise Murdoch ◽  
Hyejung Lim ◽  
Jiyoung Cho
Keyword(s):  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Writing Center ◽  
Writing Centers ◽  
Writing Skills ◽  
L2 Writing ◽  
Impact Factors ◽  
Main Concern ◽  
Writing Ability ◽  
English Writing

This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

scholarly journals Locating L2 English Writing Centers in German Universities

2016 ◽  
Vol 6 (1) ◽  
pp. 1-16
Author(s):  
Ruth Ruth Bonazza ◽  
◽  
◽  
Keyword(s):  
Writing Centers ◽  
English Writing ◽  
German Universities

scholarly journals Exploring students’ cultural competence development during a short-term international experience: A Q-sort study

2020 ◽  
Vol 1 (2) ◽  
pp. 65-78
Author(s):  
Shelli Rampold ◽  
Bradley Coleman ◽  
J. C. Bunch ◽  
Richie Roberts
Keyword(s):  
Cultural Competence ◽  
Lived Experiences ◽  
Cultural Awareness ◽  
Q Methodology ◽  
International Experience ◽  
Competence Development ◽  
Cultural Knowledge ◽  
Short Term ◽  
The Impact ◽  
Q Sort

This study was conducted to understand how students’ cultural awareness, knowledge, sensitivity, and communication abilities combine to influence their development of cultural competence. Q methodology (Q) was used to capture the subjectivity and lived experiences of participants of an international experience (IE) and assess the impact of the program on their cultural competence development. When viewed through the lens of the Personal Cultural Competence Enhancement Framework (PCCEF), findings suggested students’ cultural competence development could be interpreted through three typologies: (a) Cultural Learners, (b) Cultural Engagers, and (c) Cultural Samplers. Cultural Leaner students demonstrated new awareness of their limited amounts of cultural knowledge and desired to learn more about other cultures through future travel, but were still apprehensive about engaging and communicating with people from other cultures. Cultural Engagers, on the other hand, expressed greater confidence in stepping out of their comfort zones and communicating in a different language. Lastly, Cultural Samplers demonstrated increased awareness of the benefits of experiencing other cultures and they comforts they have back home, and they expressed a desire to continue traveling abroad in the future. These findings support the use of short-term IE programs as supplemental activities to foster agricultural students’ progression toward cultural competence.

A Study of the One-to-One Writing Tutoring Effects

2020 ◽  
pp. 29-56
Author(s):  
Hai-yan Zhang ◽  
Yunhui Hao ◽  
Mingsheng Li ◽  
Donna M. Velliaris
Keyword(s):  
Language Proficiency ◽  
Writing Centers ◽  
Contrastive Rhetoric ◽  
Efl Writing ◽  
English Writing ◽  
Level Of Satisfaction ◽  
Strong Negative Association ◽  
The One ◽  
Writing Tutoring ◽  
Depth Interviews

This chapter is motivated by the fact that few studies have been made about the effects of one-on-one writing tutoring in English writing centers in Chinese universities. It intends to examine the effects through the evaluation of tutors' performance by students. A sample of 57 students responded to the questionnaires designed based on Kaplan's 7 EFL writing objectives proposed in his theory of contrastive rhetoric with minor revision, and 12 participated the structured in-depth interviews. Results demonstrate that tutors have achieved higher level of satisfaction in objectives of vocabulary and expressions (86%), sentence and grammar(85%), etc., but lower satisfaction level in those of awareness of audience(37%), discourse structure (34%), and rhetoric and writing knowledge (40%). The findings indicate no significant correlation between tutoring duration and students' improvement extent, yet a strong negative association between students' language proficiency and their improvement. Finally, some measures about enhancing tutoring effects are suggested.

Creating a Support Structure for Academic Writing and Publication Support

2015 ◽  
pp. 21-37
Author(s):  
Tonette S. Rocco ◽  
Lori Ann Gionti ◽  
Cynthia M. Januszka ◽  
Sunny L. Munn ◽  
Joshua C. Collins
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Center ◽  
Writing Centers ◽  
Scholarly Writing ◽  
Support Structure ◽  
Writing For Publication ◽  
Insight Into ◽  
The Way

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and how to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs but rather to course-specific needs of undergraduate students. This chapter presents and explains the principles underlying Florida International University's establishment of The Office of Academic Writing and Publication Support, an office specifically designed to aid the scholarly writing efforts of graduate students and faculty. In doing so, this chapter aims to describe strategies and programs for the improvement of scholarly writing, provide insight into the kind of learning that can take place in a university writing center, and reflect on successes and missteps along the way. This chapter may be especially helpful to educators who seek to create similar offices or services at their own institutions.

Diagnosis and treatment of ankle syndesmosis injuries with associated interosseous membrane injury: a current concept review

2019 ◽  
Vol 43 (11) ◽  
pp. 2539-2547 ◽  
Author(s):  
Guang-Shu Yu ◽  
Yan-Bin Lin ◽  
Guo-Sheng Xiong ◽  
Hong-Bin Xu ◽  
You-Ying Liu
Keyword(s):  
Current Concept ◽  
Diagnosis And Treatment ◽  
Interosseous Membrane ◽  
Membrane Injury ◽  
Concept Review ◽  
A Current

Childhood Financial Socialization and Debt-Related Financial Well-Being Indicators in Adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 213-230
Author(s):  
David Allen Ammerman ◽  
Cherie Stueve
Keyword(s):  
Positive Association ◽  
Household Survey ◽  
Well Being ◽  
Financial Knowledge ◽  
Financial Socialization ◽  
Potential Influence ◽  
Short Term ◽  
Current Ratio ◽  
Liquid Asset ◽  
A Current

The purpose of this study was to explore the potential influence of childhood financial socialization on financial well-being in adulthood. Using a sample (N = 2,213) from De Nederlandsche Bank Household Survey (DHS) we modeled the likelihood of household debt/asset ratio less than or equal to 40%, and the likelihood of a household reporting a current ratio (liquid asset /short-term debt ratio) greater than or equal to 100%. Consistent with predictions of social learning theory, being encouraged to save during childhood had a positive association with meeting the financial planning industry benchmarks for these financial ratios in adulthood. The key implication is that the path to financial well-being does not begin with financial knowledge attained in adulthood, but instead begins with experiential learning and socialization during childhood.

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