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 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。

Working with Database and E-Journal Vendors to Ensure Quality for End Users

2011 ◽  
pp. 194-212
Author(s):  
Heather Christenson ◽  
Sherry Willhite
Keyword(s):  
Best Practices ◽  
Digital Library ◽  
End Users ◽  
University Of California ◽  
Electronic Resources ◽  
Electronic Journals ◽  
Technical Standards ◽  
The University ◽  
Requirements Documents

This chapter describes how the California Digital Library (CDL) supports the thousands of electronic journals, databases, collections and reference works that are licensed by CDL on behalf of the ten campuses of the University of California (UC). Three key components are vital to the success of this activity: the involvement of librarians at all the campuses to monitor and evaluate UC’s electronic resources; CDL’s internal processes for working with vendors; and CDL’s requirements documents which emphasize both technical standards and best practices. By sharing these processes and documents, the authors hope to provide a foundation for developing practices to work successfully with vendors and ensure quality for library patrons.

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.

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 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.

scholarly journals Teamwork skills pada peer consultant writing center dan mahasiswa pengguna jasanya

2021 ◽  
Vol 17 (2) ◽  
pp. 154-167
Author(s):  
Gennesia Vebriana ◽  
Elisabeth Rukmini
Keyword(s):  
Data Analysis ◽  
Writing Center ◽  
Writing Centers ◽  
Repeated Measure ◽  
P Value ◽  
Cross Sectional ◽  
Before And After ◽  
Quantitative Results ◽  
Teamwork Skills ◽  
The University

Introduction. Writing centers (WC) as a writing consultation would help students complete their scientific writing and improve their non-technical skills. This study aimed to determine the effect of WC on students' teamwork abilities.  Data Collection Methods. This research is a cross-sectional descriptive and explorative study. The quantitative method measured students' teamwork utilizing the Teamwork Skills Questionnaire at three points of collection. The qualitative method collected data from in-depth interviews. Both types of data came from peer-consultants (PC) and users of WC services.  Data Analysis. Quantitative data analysis used the repeated measure of one-way ANOVA, and qualitative data analysis used the content analysis. Results and Discussion. We found that the p-value is 0.857 for the PC and 0.044 for the user from the data analysis. Results showed a significant increase in the user's teamwork ability. Although the quantitative results of the PC were not significant, from the qualitative analysis, PCs explained that the WC could train teamwork indirectly through communication skills, adaptation, leadership, and collaboration. Conclusion. The teamwork skills that students have before and after the WC program was categorized as high. WC had a subtle influence on the teamwork ability of the PC and its users. We suggest that the university elaborate the WC as one of the students' services.

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 Tutoring EFL Students in Portugal: Rethinking writing center methodology

2020 ◽  
Author(s):  
Maria de Almeida ◽  
Sydelle de Souza
Keyword(s):  
Foreign Language ◽  
Lower Order ◽  
Writing Center ◽  
Writing Centers ◽  
Higher Order ◽  
Efl Writing ◽  
Qualitative Survey ◽  
Efl Students ◽  
Context Dependent ◽  
The University

The writing center at the University of Lisbon adopts a widely implemented tutoring model—a non-directive approach, focusing on content and organization (higher-order concerns), and grammar and vocabulary (lower-order concerns). This study aims to challenge this model from an English as a Foreign Language (EFL) perspective by reporting and analyzing the results of a qualitative survey of 6 tutors regarding their work at the center. Results show that although all tutors comply with the imported tutoring model, most report difficulties in implementing one or both of its central principles. Therefore, EFL writing centers should harbor a flexible methodology wherein addressed concerns are context-dependent and constantly renegotiated during writing sessions, which could have pedagogical implications in the EFL classroom.

scholarly journals Selling you on flexibility : toward a flexible framework for reflexive administration of writing centers

2021 ◽  
Author(s):  
◽  
Aaron A. Harms
Keyword(s):  
Writing Center ◽  
Writing Centers ◽  
Training Methods ◽  
Tutor Training ◽  
University Of Missouri ◽  
Program Administrators ◽  
Historical View ◽  
Early Adoption ◽  
Flexible Framework ◽  
The University

Training tutors has historically been and continues to be one of the most important, as well as the most labor- and time-intensive needs that directors of writing centers are called to address. As technological advancements have been made, those needs have continued to grow into online areas as well. The Writing Center at the University of Missouri, one of the longest running and earliest adopters of online asynchronous tutoring, has been meeting those new and particularly online needs since the early nineties. That history, alongside well-established tutor training methods allowed for a slightly smoother response to the pivot to online learning during the COVID-19 pandemic of 2020. Using Institutional Ethnography as the primary methodology, this dissertation provides a historical view of the MU Writing Center's early adoption of online asynchronous tutoring via their Online Writery application, as well as a collection and evaluation of the pedagogical responses to 2020's COVID-19 pandemic in relation to the tutor training course offered each semester. As an outcome of those historical analyses of online needs, this dissertation presents a flexible framework for reflexive administration that can both respond to future local needs and provide transferable guidance for other program administrators.

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