OWLs provide greater access to writing centers thereby democratizing them. In this way, they can benefit non-traditional students. The OWLs which Mark and Wolf created was designed to extend, not change, the social constructionist based pedagogy upon which their writing center was based. This ensured that tutors could work in both f2f tutorials and online tutoring. They also added links to online resources such as the OED, and grammar and style manuals. They opted to use synchronous online tutoring for this better fits with the goals of writing center pedagogy, emphasizes a non-hierarchical environment and mimics the f2f conference. They view asynchronous tutoring as “a virtual ‘drop-off’ proofreading and editing service, in which students might simply e-mail papers to a tutor, and then receive a single written response” (3). These writers echo the view shared by many other writers that synchronous tutorials are better able to promote writing center pedagogy. They also subscribe to the instrumental theory of technology which they think should extend but not alter practice.
Saturday, October 18, 2008
Developing an OWL
Hall, Mark and Thia Wolf. “One Writing Center’s First Steps Onto the Web.” The Writing Lab Newsletter 28.3 (2003): 1-6. Oct. 2008 .
OWLs provide greater access to writing centers thereby democratizing them. In this way, they can benefit non-traditional students. The OWLs which Mark and Wolf created was designed to extend, not change, the social constructionist based pedagogy upon which their writing center was based. This ensured that tutors could work in both f2f tutorials and online tutoring. They also added links to online resources such as the OED, and grammar and style manuals. They opted to use synchronous online tutoring for this better fits with the goals of writing center pedagogy, emphasizes a non-hierarchical environment and mimics the f2f conference. They view asynchronous tutoring as “a virtual ‘drop-off’ proofreading and editing service, in which students might simply e-mail papers to a tutor, and then receive a single written response” (3). These writers echo the view shared by many other writers that synchronous tutorials are better able to promote writing center pedagogy. They also subscribe to the instrumental theory of technology which they think should extend but not alter practice.
OWLs provide greater access to writing centers thereby democratizing them. In this way, they can benefit non-traditional students. The OWLs which Mark and Wolf created was designed to extend, not change, the social constructionist based pedagogy upon which their writing center was based. This ensured that tutors could work in both f2f tutorials and online tutoring. They also added links to online resources such as the OED, and grammar and style manuals. They opted to use synchronous online tutoring for this better fits with the goals of writing center pedagogy, emphasizes a non-hierarchical environment and mimics the f2f conference. They view asynchronous tutoring as “a virtual ‘drop-off’ proofreading and editing service, in which students might simply e-mail papers to a tutor, and then receive a single written response” (3). These writers echo the view shared by many other writers that synchronous tutorials are better able to promote writing center pedagogy. They also subscribe to the instrumental theory of technology which they think should extend but not alter practice.
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The concept of online tutoring with respect to peer editing is an interesting one. Its relation to one of my subjects-technical writing- causes me to raise some questions though. For example, I think that this method of peer editing might be difficult when you as a tutuor want to show students how they should lay out their graphics and when you want to indicate the types of flow charts needed in the assignment. I think that it's much easier to use f2f when dealing with graphics since you can quickly draw up a chart to illustrate what you want to say. Having said that, architects use computer graphics on a daily basis, so it is perhaps something which simply calls for practice.
ReplyDeleteThe concept of online tutoring with respect to peer editing is an interesting one. Its relation to one of my subjects-technical writing- causes me to raise some questions though. For example, I think that this method of peer editing might be difficult when you as a tutuor want to show students how they should lay out their graphics and when you want to indicate the types of flow charts needed in the assignment. I think that it's much easier to use f2f when dealing with graphics since you can quickly draw up a chart to illustrate what you want to say. Having said that, architects use computer graphics on a daily basis, so it is perhaps something which simply calls for practice.
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