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Articles 1 - 30 of 64
Full-Text Articles in Arts and Humanities
Expanding Landscapes: Intersections Between Writing Center Work And Other Academic Fields, Vicki R. Kennell, Maria Eloisa (Lisa) Nuguid, Vanessa Pruitt, Ashley Garla
Expanding Landscapes: Intersections Between Writing Center Work And Other Academic Fields, Vicki R. Kennell, Maria Eloisa (Lisa) Nuguid, Vanessa Pruitt, Ashley Garla
Purdue Writing Lab/Purdue OWL Presentations
This presentation explores the intersections between writing center work and math education, counseling psychology, and speech/hearing sciences. The four fields share more similarities than first expected, such as prioritizing relational approaches and maintaining client agency. Implications for writing centers include the need to adjust consultant education to overtly explore such overlaps in order to increase new consultants’ confidence and circumvent potential problems caused by differing assumptions.
The Aesthetics Of Writing Center Assessment: An Interactive Mural, Vicki Kennell, Noah Patterson
The Aesthetics Of Writing Center Assessment: An Interactive Mural, Vicki Kennell, Noah Patterson
Purdue Writing Lab/Purdue OWL Presentations
This wall mural combines data and images into a holistic rendering of a writing center’s year of change. It showcases the versatility of writing centers, while highlighting the beauty of the work through the aesthetics of a mural.
“I’M Not A Writer!” Graduate Writers’ Self-Assessment Of Writing Ability And Confidence, Vicki R. Kennell
“I’M Not A Writer!” Graduate Writers’ Self-Assessment Of Writing Ability And Confidence, Vicki R. Kennell
Purdue Writing Lab/Purdue OWL Presentations
This presentation shares survey data on graduate writers' self-assessment of their writing ability and confidence. Typical survey respondents had varied confidence in their writing abilities, were concerned about being respected and understood by scholars in their fields, wrote alone and only when they had to, and were anxious and possibly worried about writing.
A Workshop Of Gamifying The Writing Consultant Education, Yixin Zhang
A Workshop Of Gamifying The Writing Consultant Education, Yixin Zhang
Purdue Writing Lab/Purdue OWL Graduate Student Presentations
The purpose of this workshop is to introduce gamification for writing consultant education and to walk attendees through a hands-on experience of gamifying. Attendees will participate in a five-step design process: setting goals, analyzing learners and contents, assigning experience points and levels, selecting appropriate achievement for badges, and creating an evaluation plan. The learning outcomes are expected to be theoretical foundations about gamification, design-based thinking, creative and critical thinking, and applicable gamification cases.
Innovating Graduate Programming: Incorporating Writers' Ideas Into A Workshop Series, Vicki R. Kennell, Meghan Woolley
Innovating Graduate Programming: Incorporating Writers' Ideas Into A Workshop Series, Vicki R. Kennell, Meghan Woolley
Purdue Writing Lab/Purdue OWL Presentations
This presentation shares the methods and results of a survey assessing graduate student needs for writing support. It presents the survey results around central themes of writing products, writing skills, the writing process, and feelings about writing, and then discusses how the presenters designed a 4-part workshop series for mid-stage graduate writers to fulfill their identified needs.
One Small Step For A Writing Center: Adapting To Reimagined Spaces, Jacqueline Borchert
One Small Step For A Writing Center: Adapting To Reimagined Spaces, Jacqueline Borchert
Purdue Writing Lab/Purdue OWL Presentations
Due to innovations in higher education, writing centers are increasingly moving away from the stereotypical, make-shift classroom to a variety of innovative spaces. This presentation uses the stories and voices of the tutors whose experience and development are affected by space to acknowledge the dynamic shift many writing centers are undergoing. Within the context of one-to-one peer tutorials in spaces not owned by any individual campus unit, this presentation provides considerations to increase understanding of how these new spaces shape tutors’ interactions with people and the space itself.
Writing Beyond Campus: Writing Centers In Service-Learning And Community-Engaged Scholarship, Jacqueline Borchert, Noah Patterson, Nathan C. Mcburnett
Writing Beyond Campus: Writing Centers In Service-Learning And Community-Engaged Scholarship, Jacqueline Borchert, Noah Patterson, Nathan C. Mcburnett
Purdue Writing Lab/Purdue OWL Presentations
This roundtable discussion serves as a forum for writing center professionals to discuss past experiences with and future opportunities for community-engaged work in our field. The lessons learned from this discussion will be used to both (1) identify strategic opportunities for engagement between writing labs and their respective communities and (2) inform the ongoing development of online resources for instructors and students who wish to integrate writing into current and future university-community work.
Developing Support For Stalled Dissertators, Vicki R. Kennell, Eric J. Wisz
Developing Support For Stalled Dissertators, Vicki R. Kennell, Eric J. Wisz
Purdue Writing Lab/Purdue OWL Presentations
Graduate students writing dissertations often confront academic or personal issues that may cause them to lose momentum and stop progress on their dissertations. This workshop helped attendees to consider reasons why graduate students writing dissertations become stalled, to conceptualize what a program designed specifically to help stalled dissertators might look like, and to experience the process of creating methods and resources for such a program. Materials include hands-on activities and handouts that can be used to walk through the process of developing a writing support program for dissertators.
Making It Your Own: Developing And Administrating Graduate Writing Retreats, Vicki Kennell, Mitch Hobza
Making It Your Own: Developing And Administrating Graduate Writing Retreats, Vicki Kennell, Mitch Hobza
Purdue Writing Lab/Purdue OWL Presentations
This workshop lays out the groundwork for developing graduate writing support in the form of writing retreats or camps. Focused on the administrative aspects, it covers audience, logistics, and assessment. All material derives from the context of Purdue Writing Lab events for dissertation writers.
When "Fake News" Fox Comes A-Trollin', Now What?: Lessons From An Owl's Point Of View, Harry Denny
When "Fake News" Fox Comes A-Trollin', Now What?: Lessons From An Owl's Point Of View, Harry Denny
Purdue Writing Lab/Purdue OWL Presentations
No abstract provided.
Turning Data Into Deliverables For L2 Writers & Writing Tutors, Vicki R. Kennell, Molly Rentscher
Turning Data Into Deliverables For L2 Writers & Writing Tutors, Vicki R. Kennell, Molly Rentscher
Purdue Writing Lab/Purdue OWL Presentations
This workshop aims to help writing centers and writing programs use context-specific research to develop writer support programs and staff training. The slides include information on how the presenters used locally-collected data from IRB-approved research to create L2 writer programming and to develop tutor training modules. Additional materials include sample data from the two case studies, along with hands-on activities with which attendees can explore the usefulness of quantitative and qualitative data for meeting writing center deliverables.
"Just Don't Call It Boot Camp": Implementing Intensive Dissertation Writing Experiences, Vicki R. Kennell, Mitch Hobza, Michelle M. Campbell
"Just Don't Call It Boot Camp": Implementing Intensive Dissertation Writing Experiences, Vicki R. Kennell, Mitch Hobza, Michelle M. Campbell
Purdue Writing Lab/Purdue OWL Presentations
This roundtable presentation explored intensive writing programs for dissertation writers conducted at two R1 institutions. Evaluations indicated the programs encouraged dissertation progress, provided relational support, and taught skills. The materials here share contextual and curricular information and discuss aspects like group dynamics and timing that can affect program success.
Understanding The Needs Of Fraternity, Sorority, And Cooperative Learning Students, Rachel Bremer, Harry Denny
Understanding The Needs Of Fraternity, Sorority, And Cooperative Learning Students, Rachel Bremer, Harry Denny
Purdue Writing Lab/Purdue OWL Presentations
This presentation draws inspiration from the Meaningful Writing Project and other studies of writing center usage. Instead of exploring who is coming in for tutorials, we study where students are getting support outside of writing centers. We confirm earlier research that Purdue students seek out writing help from parents and friends, and we hope to begin programming that empowers bother groups to act as better writing mentors.
Portrait Of The L2 Writer As A Writing Center Visitor, Vicki Kennell, Molly Rentscher
Portrait Of The L2 Writer As A Writing Center Visitor, Vicki Kennell, Molly Rentscher
Purdue Writing Lab/Purdue OWL Presentations
This presentation shares results of IRB-approved, cross-institutional survey research studying the role of writing centers in L2 writers' development as writers. Data showed that writers share some similarities across institutions (such as in their understanding of tutor and writer roles), but they also differ (such as in the number of appointments made in one year). Results are discussed in the context of helping writing centers use data like this to think about how they work with L2 writers and how assumptions can contribute to tutoring difficulties.
Improving Intercultural Skills: Developing Communicative Flexibility And Tolerance Of Ambiguity In The Writing Center, Vicki Kennell
Improving Intercultural Skills: Developing Communicative Flexibility And Tolerance Of Ambiguity In The Writing Center, Vicki Kennell
Purdue Writing Lab/Purdue OWL Presentations
This presentation shares early results of an IRB-approved, cross-institutional study of the developing intercultural skills of writing center tutors and provides guidance on thinking about the implications of such data for a tutor training context. Intercultural communication involves skills such as communication flexibility, tolerance of ambiguity, and empathy. Initial data showed that many tutors need to develop these skills, that tutoring experience alone is likely insufficient for improvement, and that experience may actually decrease communication flexibility by solidifying tutors into a particular role rather than expanding their ability to flexibly apply strategies.
Tinkering With Comments: Tailoring Practice By Spying On Written Artifacts, Vicki Kennell, Amy Elliot, Joshua Weirick
Tinkering With Comments: Tailoring Practice By Spying On Written Artifacts, Vicki Kennell, Amy Elliot, Joshua Weirick
Purdue Writing Lab/Purdue OWL Presentations
Using data from two IRB-approved research studies, this panel presentation explores methods of and uses for coding tutors' and writers' written comments about documents. Half the presentation focuses on asynchronous online tutorial comments, and the other half focuses on graduate writing group members' comments on their peers' documents. The presentation demonstrates how coding methods have implications for writing center programming because they help us identify areas for potential additional tutor training by highlighting what tutors actually do in online sessions and because they clarify the type of positive impact a writing group might have over time.
Recommended Citation: Kancilia, Carrie, "The Writing Lab As Community Resource: Staff Outreach At Purdue University, Carrie Kancilia
Recommended Citation: Kancilia, Carrie, "The Writing Lab As Community Resource: Staff Outreach At Purdue University, Carrie Kancilia
Purdue Writing Lab/Purdue OWL Graduate Student Presentations
This IRB-approved survey research project aims to evaluate historically low staff usage of the Writing Lab due to some of the following reasons: language barriers, the belief that they do not need writing help, or a lack of awareness of the range of available services offered to them. The goals of this study are ultimately to make the non-student staff community of Purdue aware of the services provided at the Writing Lab and to consider inclusive activities and content to support their professional and personal writing goals. Understandably, The Writing Lab’s chief commitment is to its student population, but I …
"I Had To Discard Initial Assumptions": Equipping Writing Center Tutors With Expertise In Second Language Writing, Vicki Kennell
"I Had To Discard Initial Assumptions": Equipping Writing Center Tutors With Expertise In Second Language Writing, Vicki Kennell
Purdue Writing Lab/Purdue OWL Presentations
As writing center use by L2 writers increases, writing center directors face the need to help tutors work successfully with this population that has the same needs as native-English-speaking writers plus additional needs for language- and sentence-level help. Supported with data from an IRB-approved study and using examples from a case study of the Purdue Writing Lab, this presentation offers guidance on creating training to help equip tutors with L2 expertise.
Training Tutors To Work With L2 Writers: Methods & Materials, Principles & Practices, Vicki Kennell, Amy Elliot
Training Tutors To Work With L2 Writers: Methods & Materials, Principles & Practices, Vicki Kennell, Amy Elliot
Purdue Writing Lab/Purdue OWL Presentations
As international enrollment at universities increases, writing centers may see increased visits from second language writers looking for help with vocabulary, grammar, and sentence structure as well as for help with global concerns. This workshop presentation provides information about creating a homegrown program for training tutors to work successfully with L2 writers. Included in the presentation are sample activities that illustrate some aspects directors may want to consider as they develop their own tutor training.
Out Of The Classroom And Away From One-To-One Sessions: The Efficacy Of Writing Groups For High-Achieving Students, Vicki Kennell, Amy Elliot, Tammy Conard-Salvo
Out Of The Classroom And Away From One-To-One Sessions: The Efficacy Of Writing Groups For High-Achieving Students, Vicki Kennell, Amy Elliot, Tammy Conard-Salvo
Purdue Writing Lab/Purdue OWL Presentations
This presentation shares the results of IRB-approved research looking at the efficacy of writing groups for two high-achieving student populations: graduate students and Liberal Arts Honors College undergraduates. The writing groups were demonstrated to be effective for graduate students, but various factors affected the viability of writing groups as long-term writing support for the undergraduates.
"I Worried About Pretty Much Everything": Training Tutors To Work With L2 Writers, Vicki Kennell
"I Worried About Pretty Much Everything": Training Tutors To Work With L2 Writers, Vicki Kennell
Purdue Writing Lab/Purdue OWL Presentations
Due to increases in international enrollment at Purdue, with resulting increases in international traffic in our writing center, I have spent a significant portion of time over the last 4 years developing an intensive training program to help our tutors gain the second language writing expertise they may lack when they first begin tutoring. This talk offers a behind-the-scenes look at the development process, including information about needs assessments, context constraints (such as funding and time), goals, topics, methods, and the creation of interactive training content. Although I offer specific examples of topics and some sample activities used in our …
Wcrp Survey All Years Raw Data, Harry Denny
Wcrp Survey All Years Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey 2007-8 Raw Data, Harry Denny
Wcrp Survey 2007-8 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey 2005-6 Raw Data, Harry Denny
Wcrp Survey 2005-6 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey 2003-4 Raw Data, Harry Denny
Wcrp Survey 2003-4 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey 2001-2 Raw Data, Harry Denny
Wcrp Survey 2001-2 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Strategies For Tutors Developing Long-Term Relationships With English As Second Language Students In Writing Centers, Andrew Yim
Purdue Writing Lab/Purdue OWL Graduate Student Presentations
This poster is looking at strategies for tutors looking to develop long-term relationships with ESL and ELL students in writing centers. The strategies that are included within this poster are taken from my own experiences and other readings. Furthermore, the poster looks at different writing centers throughout the United States that have programs that encourage these long-term relationships.
Negotiating A Professional Identity As An International Tutor At The Writing Center, Heejung Kwon
Negotiating A Professional Identity As An International Tutor At The Writing Center, Heejung Kwon
Purdue Writing Lab/Purdue OWL Graduate Student Presentations
The ethos of international teaching assistants or non-native speaker professionals in the field of writing studies has been researched with a specific focus on teacher identity in classroom settings. The status of international tutors can become a topic of discussion in terms of their credibility, language proficiency, writing competence, and self-efficacy. In this presentation, I discuss how I situate myself as an international tutor at a writing center and ways to self-train and professionalize myself as a better tutor, as well as explore ways to think about mentoring relationships for prospective international tutors.
To Correct Or Not To Correct: The Ethics Of Addressing Grammar In Writing Center Tutorials, Vicki R. Kennell
To Correct Or Not To Correct: The Ethics Of Addressing Grammar In Writing Center Tutorials, Vicki R. Kennell
Purdue Writing Lab/Purdue OWL Presentations
Although students often ask for grammar help, writing center tutors are conflicted over whether and how much to provide such help because of how they internalize the tutoring mandates found in training manuals, tutoring literature, and writing center policies. This results in disconnects between what happens in tutorials and what tutors and writers think happens, with grammar being prioritized regardless of stated agendas or document needs. Solutions to this problem include educating writers and instructors, as well as educating tutors to address grammar productively when and if it is warranted.
Notes On How To Rework A Ph.D. Dissertation For Publication As A Book, Steven Tötösy De Zepetnek
Notes On How To Rework A Ph.D. Dissertation For Publication As A Book, Steven Tötösy De Zepetnek
CLCWeb Library
No abstract provided.