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Full-Text Articles in Education
Writing Fellows: Impact Analysis Fall 2015 To Spring 2019, Amanda M. Hagman, Julie Foust, Erik Dickamore, Hayden Hoopes
Writing Fellows: Impact Analysis Fall 2015 To Spring 2019, Amanda M. Hagman, Julie Foust, Erik Dickamore, Hayden Hoopes
Publications
The Writing Fellows program strategically places high performing writing mentors in courses with rigorous writing requirements. Writing Fellows work with each student in a course by reviewing their writing and offering mentoring to improve their written communication skills. Persistence is a secondary objective of the Writing Fellow program. As such, an impact evaluation on persistence should only be used as part of an evaluation of the influence of the Writing Fellows program on student wellbeing. This impact evaluation on student persistence found that students in courses with a Writing Fellow experienced a significant increase in persistence to the next term …
Hats: Being A Tutor, Teacher, Student, And Mother Learning When To Wear What Hat, Holly Vasic
Hats: Being A Tutor, Teacher, Student, And Mother Learning When To Wear What Hat, Holly Vasic
Writing Center Analysis Papers
“Chapter One” of The Bedford Guide for Writing Tutors (Ryan & Zimmerelli, 2016) breaks down the ways in which tutors may interact with students with the metaphor of hats and “the many hats tutors wear” (Ryan & Zimmerelli, 2016). This paper explores the way in which these hats have been worn in the USU Writing Center, in my experience, as well as how they translate into other roles I play.
Forget Power Dynamics: Why You Should Be Bbfs With Your Students And Professors, Maygan Barker
Forget Power Dynamics: Why You Should Be Bbfs With Your Students And Professors, Maygan Barker
Writing Center Analysis Papers
This paper is half personal narrative and half reflection on the nature of power dynamics in the classroom and writing center. The paper examines the nature and nuances of the word “relationship,” how we interact with the concept of relationships and power, and the ways we limit our joys through limiting the types of relationships we engage in. From there it discusses how to challenge those power dynamics in the classroom and writing center, and the benefits of doing so.
The Wall Of Silence: Disrupting Kairotic Spaces, Victoria Jaye
The Wall Of Silence: Disrupting Kairotic Spaces, Victoria Jaye
Writing Center Analysis Papers
Every class has a balance of kairotic space where teachers have power and students accept that power within the confining space of the classroom. Power defines our world as well as our relationships to one another; without power there is no control which can be key to governing a classroom. Disruption of this power dynamic can open dialogue between teachers and students that might not have existed otherwise because students feel confined to the strictures binding their power creating a wall of silence. Using brainstorming and reflecting as well as peer tutoring, I experimented with breaking down the wall of …
Of Writing, Teaching, And Tutoring: Banishing The Presence Of The Inner Critic In The Writing Center, Andrew Romriell
Of Writing, Teaching, And Tutoring: Banishing The Presence Of The Inner Critic In The Writing Center, Andrew Romriell
Writing Center Analysis Papers
The inner critic is the internal voice inside all of us that impedes us with negative messages about ourselves and our own capabilities (Elliot 111). In this essay, I illustrate the impact an inner critic can have in Writing Centers for both students and tutors alike and structure strategies to silence that critic. Three specific strategies are provided: (1) to name the inner critic in order to grant control over it, (2) to practice freewriting and understanding poor first drafts, and (3) to assist the student in understanding the allowance for imperfection within writing. By implementing these strategies alongside awareness …
Learning On Equal Grounds, Andrea Diamond
Learning On Equal Grounds, Andrea Diamond
Writing Center Analysis Papers
Utah State University welcomes students to its beautiful campus where they can achieve their potential in an environment where everyone is welcome and each is promised that their voice will be heard and valued. The “Diversity Statement” facilitates this by encouraging discourse in a “free and respectful exchange of ideas.” Certainly, the opportunity to collaborate with students, scholars, and instructors in such an environment would help each gain command of the English language and improve their writing skills. As a graduate student, graduate instructor, and Writing Center tutor, I looked forward to this opportunity from many angles. Navigating my campus …
Audience Awareness In The Writing Center: Guiding Introductory Writing Students With More Directive Comments, Samantha Clem
Audience Awareness In The Writing Center: Guiding Introductory Writing Students With More Directive Comments, Samantha Clem
Writing Center Analysis Papers
Looking at the demographics of the students utilizing the writing center (WC) at a university in the US mountain west, the author questions whether the commenting styles in which WC tutors are trained accurately address the needs of the user population. Data on what courses WC visitors are enrolled in shows that the majority of WC user are introductory English students, with 70% of users being enrolled in one of the two required introductory level English courses (ENGL 1010 or ENGL 2010). Tutor training focuses on facilitative commenting styles, tactics that may not be effective for this given population of …
Teacher In Training: On Tutoring Before Teaching, Alyssa Witbeck Alexander
Teacher In Training: On Tutoring Before Teaching, Alyssa Witbeck Alexander
Writing Center Analysis Papers
Graduate instructors often dive into teaching without extensive preparation or a teaching certificate. However, some graduate instructors tutored in university writing centers prior to their graduate work. Tutoring prior to teaching allows the graduate instructor to gain confidence with introductory coursework, cope with silence from students, and learn how to ask students questions before they ever have to step foot in a classroom. The relationship tutors have with students differs from the relationship instructors have with students, which adds a complexity for graduate instructors who are accustomed to the tutoring relationship. Although that relationship shift is difficult, this paper gives …
From "Struggling" To "Example": How Cross-Age Tutoring Impacts Latina Adolescents' Reader Identities, Dustin H. Drake
From "Struggling" To "Example": How Cross-Age Tutoring Impacts Latina Adolescents' Reader Identities, Dustin H. Drake
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Educators and policy makers have shown a consistent concern over the achievement gap. In academic assessments, Latino students have demonstrated lower achievement than their peers, particularly in reading scores. Many researchers attribute the existence of the achievement gap to a school system that ignores Latino culture or perpetuates struggles in Latino students’ reading by being culturally insensitive. Multiple theorists suggest that school systems that better understand Latino identities will be better at instructing Latino students. Many programs, including Latinos in Action, have been implemented in attempts to close this gap. The Latinos in Action program utilizes Latino adolescents as peer …