Writing Center

In 1985 (5.2/6.1), this journal published “What Lies Ahead for Writing Centers: Position Statement on Professional Concerns,” by Jeanne H. Simpson, which outlined ideal condi-tions for writing enter directors and sought to “encourage a trend toward graduate pro-grams that provide ...

Los centros de escritura son una forma de trabajo colaborativo para el desarrollo de habilidades de escritura, especialmente en la universidad. Fueron creados en universidades norteamericanas, pero en la actualidad se encuentran en casi todo el mundo. El artículo muestra la evolución histórica que los centros han tenido desde su aparición en otras regiones, para llegar a la situación actual de estos, en particular en Estados Unidos. En Latinoamérica se han empezado a establecer algunos centros de escritura, sobre todo en los últimos cinco años, con enfoques diversos, como es su naturaleza. Se presenta la evolución, hasta el momento, de los centros de escritura de la región, comparando las razones que han generado su aparición con las que lo hicieron en Norteamérica y la situación actual de ambos. El artículo intenta una aproximación a un concepto de centros de escritura y a la noción de tutorías entre pares, corazón de estos centros. Como conclusión no definitiva ―porque la historia se está escribiendo―, al final se ofrecen algunas reflexiones prospectivas sobre lo que esta forma de enseñanza puede implicar para el desarrollo de la educación superior de la región latinoamericana. Si bien hay un desarrollo, este todavía está en su etapa de consolidación, por lo que están dadas todas las posibilidades de generar una comunidad académica alrededor de estos centros.

Abstract: Redesigning the online writing lab (OWL) presented the opportunity for collaboration among writing center and professional writing program members. While the article briefly describes the OWL redesign process, the argument focuses on collaboration and presents a model for sustainable intra-program collaboration. Following Hawhee, usability research is defined as “invention in the middle, ” which offers a model for understanding research process as part of the infrastructure of new media instruction as described by DeVoss, Cushman, and Grabill. This article offers four stakeholder perspectives on the process of participatory technology design: of writing center administrators, graduate students, technical writing practitioners, and writing program graduate faculty members. The model asserted by this article presents a dynamic understanding of expertise and of fluidity in the roles of participants. Collaborative usability research, seen as invention-in-the-middle, contribute...

The challenges of creating a reusable rhetorical plan Many writing center visits deal with two concerns: planning or revising text. Yet it often seems that no matter how many strategies for planning and revising we recommend to and model for clients, many of them continue to visit us for these same difficulties.

Over the past two decades, writing centers have steadily been expanding services and materials they offer online. The way students write and communicate about their writing continues to change, and the writing center has increasingly been looked upon as a site through which technology and writing have the ability to converge in the form of tutoring and collaboration. Muriel Harris makes this point when she urges writing centers to consider incorporating a technological mindset into writing center practice:

Bandura's theory stresses observation, modeling, and reliance on a guide to help the learner and grow. I leaned on Bandura's theories often throughout the past four years, and I have many to thank for allowing me to observe their classrooms, for being my bestpractices models, and for guiding me to success. This milestone would not have been possible without the support of family. First, I want to thank my husband, Chris. Thank you for your patience, your understanding, and your guidance. Your belief in me matters and is often the lighthouse I navigate towards when I'm in the dark sea of research. I appreciate all that you do for me every day! To my sons and their partners, Dustin and Maya, Brady and Meghan, I began to pursue education as a career because of all you taught me. Each time I work with a student, I think of you and what I would want a teacher to do for you. Thank you, family, for keeping me going towards my goals, for workout dates, for coffee talks, and for our monthly BFF (Barton Family Fun) outings. You keep me grounded and rejuvenated. To Dr. Jennifer Dail, I cannot thank you enough for all you have given me. From the first class of yours, in 2008, I knew that you were a model teacher that I could go to for advice and guidance. Your passion, your intelligence, and your perception pushed me to succeed. The pedagogy I learned from you is a lasting influence on the hundreds of students that I work with each year.

Over the past two decades, writing centers have steadily been expanding services and materials they offer online. The way students write and communicate about their writing continues to change, and the writing center has increasingly been looked upon as a site through which technology and writing have the ability to converge in the form of tutoring and collaboration. Muriel Harris makes this point when she urges writing centers to consider incorporating a technological mindset into writing center practice:

This qualitative, interview-based study features nine multilingual faculty members at a major R1 university in the United States. They are all highly accomplished second-language writers (SLWs), and the study draws upon their lived experience and expertise in guiding SLW graduate students who are seeking to develop their proficiency in an immersive English-language environment. The university writing center plays a key role as well, as a place where increasing numbers of SLW graduate students receive one-on-one assistance, and where many of the issues raised in the study take shape. With two additional interview subjects – the director of the writing center and an accomplished local poet – the pool is enriched to discuss timely topics that are at once practical, theoretical, and philosophical. The study is framed by the tension underlying the contrasting scholarly fields of Second Language Writing and the Translingual Approach in Writing Studies, representing pragmatic versus critic...

... 011 Memorial Hall University of Delaware, Newark, DE 19718. e-mail: [email protected]; Web site: http://www.english.udel.edu/wcj. ... In particular, there are growing number of international universities with writing centers that depend on peer-tutor support. ...