Writer’s Dual: Student Support in a Hybrid World


Higher Education, Technology, The Online Writing Center, Tutorial Talk and Methods, Writing Center pedagogy, Writing Centers

By Daniella Peinado, Dava Newell, Lisa Diethelm, and Jessica Jones—Supporting students’ writing online has been a topic of conversation in writing centers for decades. Muriel Harris discussed incorporating technology into writing centers in 2000, and in 2009, Neaderhiser and Wolfe reviewed ways writing centers were using new technology tools to support writing centers. The Academic Support Network (ASN) at Arizona State University (ASU) has developed a dual-modality tutoring model which taught us how to identify our core goals for supporting student’s writing to then use available technologies to adapt and meet those goals. […]

October 31, 2023

A Writing Center at Sea


Higher Education, International Writing Centers, Technology, Tutorial Talk and Methods, Writing Center pedagogy, Writing Centers

By Marina De Greef, Tobi Jacobi, and Sarah Neve—Writing Tip of the Day: Map out which writing tasks you can accomplish before each port to make upcoming port/class turnarounds manageable. Gather a few sources and make an outline or commit to writing a few paragraphs before stepping off the ship (Dean’s memo, March 16, 2023). Writing centers have a storied history as shape shifters, […]

October 17, 2023

#essayhack: What TikTok can Teach Writing Centers about Student Perceptions of College Writing


Technology, Tutorial Talk and Methods

By Holly Berkowitz, University of Tennessee at Chattanooga–There is a widespread perception that TikTok, the popular video-sharing social media platform, is primarily a tool of distraction where one mindlessly scrolls through bite-sized bits of content. However, due to the viewer’s ability to engage with short-form video content, it is undeniable that TikTok is also a platform from which users gain information; whether this means following a viral dance tutorial or learning how to fold a fitted sheet, TikTok houses millions of videos that serve as instructional tutorials that provides tips or how-tos for its over one billion active users. […]

September 26, 2023

Illuminating the Writer Behind the Draft: Insights on Written Feedback Appointments


Graduate Students, Multilingual Writers, Technology, The Online Writing Center, Writing Center pedagogy, Writing Center Research, Writing Center Tutors

By Samitha Senanayake—After completing an asynchronous feedback appointment and glancing, often with tired eyes, at the neat blocks of paragraphs in the global or summary comment, I feel good: job done! But it’s only recently that I’ve begun to wonder what the same paragraphs might make a student feel. Even before they read the text, what must feedback in the form of  paragraphs feel like, sound like? In the same way, does a track change on Microsoft Word […]

November 29, 2022

Nomadic Pedagogy and the Writing Center


Covid, Higher Education, Technology, Tutorial Talk and Methods, Writing Center pedagogy, Writing Centers

By Mario Ramirez-Arrazola, University of Oklahoma—In writing center work, It is hard to refrain from thinking about the writing center as the client’s endpoint, and yet it is important to recognize the varied movements and progressions that bring writers to us. Before entering the space of the writing center, they have had to travel through a journey of self-contained experiences, which affected them in either grand or negligible ways. When they walk out, perhaps never to be seen again, their stories don’t stop there. […]

October 25, 2022

Show Your Work(flow)


Peer Tutoring, Technology, Tutor Training, Tutorial Talk and Methods, Uncategorized, Writing Center pedagogy, Writing Center Staff, Writing Center Theory, Writing Center Tutors, Writing Centers

By Joseph Franklin, New York City College of Technology—I am writing this at a bamboo table and simple folding chair combo. I am using Microsoft Word on a Mac laptop mounted on a Roost laptop stand and using a Logitech ERGO K860 keyboard that supports my wrists. I am playing instrumental music by Grandbrothers through Sennheiser PXC 550 noise canceling headphones and I have notifications turned off on all devices. These tools (and others) have been curated […]

October 4, 2022

Staying Networked: Writing Centers, Social Media, and Pandemic Shifts


Covid, Higher Education, Technology, The Online Writing Center, Writing Centers

By Amanda May—My investment in writing center social media usage and non-usage grew out of my personal and professional social media practice. I still remember going to the Southeastern Writing Center Association’s 2016 conference and meeting Molly Wright, who ran the Facebook group Writing Center Network. At the time, that was my only connection to the writing center field because I was the sole writing center employee on campus. Molly convinced me to join Twitter because of #wcchat, a biweekly professional event that writing center administrators and tutors used to discuss writing center issues. […]

March 30, 2021

Revisiting Grammarly: An Imperfect Tool for Final Editing


Multilingual Writers, Technology

By Dorothy Mayne—As I entered the Undergraduate Library at the University of Illinois at Urbana-Champaign for my shift as a tutor in the writing center one day in the fall of 2015, I noticed a new and overwhelming number of flyers and posters for Grammarly, the automated written corrective feedback (AWCF) software. As the flyers purported, students could use Grammarly to help “perfect” their writing. […]

January 26, 2021

Introducing the WAC Program’s Online Writing Toolkit


Technology, Writing Across the Curriculum

By Jon Isaac—Last March, like every other instructor in the country, I shifted my course—a once-weekly graduate course on writing pedagogy—from in-person to entirely online. Along with the inevitable technological glitches, I also had to attend to the constantly-evolving conversations happening in and beyond higher education circles about rethinking expectations, student engagement, community-building, and evaluation. The questions that ran through my head as I imagined how my course would proceed for the final two months of the semester may sound familiar to you: Should I transition to entirely asynchronous instruction and just use online discussions on Canvas? Should I decrease the word limits of assignments and expectations for student engagement? How could our class possibly maintain the sense of community we had in person?

January 12, 2021

Blogs Can Create Community Among Students in Courses Across the Curriculum


Classes, Collaborative Learning, Higher Education, Technology, Writing Across the Curriculum

By Annette Vee—Like every other teacher in higher education right now, I’m navigating the new terrain of socially distanced, online, hybrid or hyflex teaching due to our global pandemic. I’m also a writing program administrator, which means that I share some responsibility to help other teachers navigate this terrain as well. Conscious of the labor issues of instructors preparing new classes in flex, hybrid or online contexts, I’m digging into my online toolbox to share strategies that might work for others in this context and for the future, after the pandemic. The best little tool I have for teaching online or in hybrid formats is a class blog. […]

December 29, 2020