This rant is asynchronous

By Mike A. Shapiro This is Mike’s sixth year at the Writing Center. He is the 2012–13 TA coordinator of our Online Writing Center. Since 2010, he has worked as a tutor for the Pearson Tutor Services Online Writing Lab. Writing centers use the phrase asynchronous online writing instruction to describe this sequence: A student sends […]

Reading Out Loud in the Writing Center: Reflections and Questions

By Neil Simpkins Neil is the current TA Assistant Director at the UW-Madison Writing Center. He previously worked at the Agnes Scott College writing center as a tutor and coordinator. He is in the Composition and Rhetoric Ph.D. program at UW-Madison. Prior to attending UW-Madison, I tutored at the Agnes Scott College Center for Writing […]

Toys and Transformations in Online Tutoring

By Mike A. Shapiro, @mikeshapiro. Mike is a graduate student at UW–Madison, where he is completing a Ph.D. on the modern novel and where he is a TA in the Writing Center. At last week’s Midwest Writing Centers Association conference, we asked the folks who attended our panel whether their centers were tutoring online. Many […]

In Praise of Quiet

By Mitch Nakaue, The University of Iowa. As a deeply introverted person, I’ve always been interested in the power of writing center work to incite talk.  As a graduate student at UW–Madison, I learned to cultivate an expressive and even outgoing classroom teaching persona, but found myself much less drained by one-to-one discussions with students.  […]

Tools of the Trade

As a dissertator and the Coordinator of the Online Writing Center, when I’m not untangling late 16th-century poetry, updating the Writing Center’s website, or making sure our synchronous and asynchronous instruction runs smoothly I like to poke around the web to try and figure out how to make the many hours I spend in front […]

Online Writing Instruction: Different Media, Different Expectations — Still Good Teaching, Learning, and Writing

When we begin instructor training we start with stating that online writing instruction differs from f2f, and its the Coordinators task to lead discussions regarding why good teaching, good learning, and good writing can emerge from networked spaces (Harrington, Rickly, & Day, 2000). Online writing instruction is also a topic that I’ve seen on the wcenter list-serv as writing center directors/coordinators explore the possibility of starting OWCs on their campuses, so I hope to explain in the extremely limited scope of this post a few of these differences and address concerns about the effectiveness of OWI.