University Writing Center Research Articles

Understanding the Transfer of Writing Skills through the Writing Center: An Autoethnographic Account

This paper explores the role of the writing center in facilitating writing in interdisciplinary contexts and the transfer of writing skills across academic disciplines. Drawing on my autoethnographic account of a university writing center consultant (writing tutor) at The University of Texas at El Paso (UTEP) and the psychological theories of learning transfer, I examine how the writing center functions as an academic space of a “contact zone” where writing skills are negotiated and transferred. A central question I address in this paper is: How does the writing center contribute to transferring writing skills across disciplines? This question revolves around the nature of interaction between consultants and student writers at the center involving the navigation through differences in disciplinary writing conventions, language, cultural backgrounds, academic mentoring, personal reading and writing experiences, and varying levels of exposure to academic writing practices. These encounters can result in transformative learning experiences for both tutors and student writers. I argue that the interdisciplinary nature of writing center consultations fosters the transfer of writing skills by creating opportunities for dialogue and negotiation between the consultants and the students of diverse disciplinary communities. Keywords: University Writing Center, writing conventions, contact zone, transfer of writing skills

Community College Writing Center Visitation and Outcomes: A RAD Approach to Assessing Writing Center Use and Student Success

Community College Writing Center Visitation and Outcomes: A RAD Approach to Assessing Writing Center Use and Student Success

Establishing a University Writing Center: A Lesson Learned from Universities Outside Nepal

The goal of this article is to characterize the university writing center as a crucial institutional resource for the support of student writers and to advocate for its establishment at Tribhuvan University (TU). To achieve this, it explores the factors that prompted its origin and development in the universities of the United States of America. It also unpacks the underlying philosophy of the center by elucidating its pedagogical approaches, current practices, and administrative mechanisms. Building upon the historical contexts of writing centers, it proposes the establishment of a similar center at TU as a means to address the everyday concerns, needs, support, and assistance of the community of student writers within the university domain. Furthermore, it investigates the types and ways of potential academic opportunities that a writing center can provide to enhance effective writing skills and publishing practices in the university. Through a review of the historical as well as pedagogical practices of writing centers in the United States, the article establishes its argument that introducing a writing center at TU can contribute to various forms of support, such as source identification, audience awareness, review and feedback, documentation, etc., catering to writers of all levels, from novices to experienced, in developing their writing skills, habits, and practices. Additionally, the proposed writing center at TU is positioned not only as a productive student support system for a resourceful learning environment but also as a space offering on-campus employment opportunities for students, ultimately fostering a stronger connection between academia and the job market.

Disciplinary Faculty Needs and Qualified Tutors in an EFL University Writing Center

This study investigates postgraduate (PGs) and faculty needs concerning academic writing (AW) tutors’ qualifications in an English as a Foreign Language (EFL) context. Tutors are the core element of a writing center (WC) (Hays, 2010). These professionals listen to (Burns, 2014), advise, and exchange information (Reid, 1993, in Hays, 2010) collaboratively so students can resolve their writing issues (Hays, 2010). However, in EFL contexts, scant research exists about WCs, writing programs (Molina & López, 2019), and qualifications to recruit tutors (Özer, 2020). Thus, to plan a WC, 24 participants in chemistry were interviewed and surveyed. Findings reveal that EFL PGs expect specialized tutors in target fields, with high English proficiency, experience in teaching, and in writing scientific articles. However, recruitment is challenging as candidate tutors also need support in AW and to help their tutees as writers. Thus, the tutors can be scientists, teachers, or PG students with English, but must be trained in specialized and general English writing and tutoring approaches. The study contributes to knowledge concerning needs in WCs and tutors’ qualifications, and it offers possible suggestions to accommodate the PGs’ preferences in an EFL context. However, the small sample size and homogeneity of the participants make the results nongeneralizable.

Study on the Operational Status and Development Direction of a University Writing Center －Focusing on the Differences in Satisfaction according to Student Majors and the Analysis of Student Needs for Writing Instructional Content

In this paper, the operating system and operation process of Youngsan University's writing center were reviewed, and the operation status and performance were analyzed. Based on the research results, the direction for the development of the university writing center, along with implications that can be helpful in composing the content and methods of university writing education, were suggested. First, in order to understand the operating status of the writing center, detailed information such as the organizational chart, the training programs operated for one year at the writing center, the business plan, the publicity poster, the training program application form, and the online homepage screen were presented. Next, the level of satisfaction of the students who participated in the writing center education program was analyzed. The satisfaction of the students who participated in the writing camp was generally high. However, 'enhancement of competency' and 'improvement of motivation' showed a somewhat low level of satisfaction. Also, this research confirmed that the satisfaction level of science and engineering students was slightly lower than that of humanities and social science students according to the students' majors. In order to solve this problem, various themes of the camp were organized, and writing educational content for science and engineering students was proposed. As a result of analyzing the students' online correction application types, this study confirmed that the students had a high demand for guidance regarding paragraph composition. Accordingly, this study argued that the direction of writing instruction should change from instruction that is centered on getting results to instruction that is centered on the writing process itself.

STUDENTS’ ABILITY IN WRITING CAUSE AND EFFECT SENTENCE AT TWELFTH GRADE OF CULINARY ART, SMKN 2 PARIAMAN

The purpose of this research was to describe the students’ ability in writing cause and effect sentence at Grade XII of Culinary Art, SMKN 2 Pariaman. The descriptive method was used as the design of this research. The researcher used a total sampling technique and the sample was 29 students. The instrument for collecting the data in this research was a writing test of cause and effect. The result of the analysis showed that the test was reliable. It was supported by the fact that the coefficient correlation was 0.98. It was categorized as having a very high correlation. Then the test was valid in terms of content because it had covered the material that students had learned. Generally, all of the twelfth grade students have been able to write cause and effect sentence. 20.68% of students got good, 55.17% of students got moderate and 36.84% of students got low. In applying grammar 17.24 % of students got good, 44.82% of students got moderate, and 37.93% of students got low. In using vocabulary 17.24 % of students got good, 65.51% of students got moderate, 17.24% of students got low. In mechanics 6.89% of students got very good, 58.62% of students got good, 27.58% of students got moderate, and 6.89% of students got low. REFERENCES Agustrianti, S. (2014). Improving The Eleventh Grade Students’Ability in Writing Simple Cause Effect Sentences Through Flow Chart. E-Journal of English Language Teaching Society (ELTS). (2) 1. Retrieved April 15, 2021, from http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/ view/3018 Andersen, S. (2014). Sentence Types and Structures. California: San José State University Writing Center. Retrieved March 20, 2021, fromhttps://www.sjsu.edu/writingcenter/docs/handouts/ Sentence%20Types%20and%20Functions.pdf Field, M. (2009). Improve Your Written English : Master the essential of grammar, punctuation, and spelling and write wth greater confidence. United Kingdom: How to Book. Retrieved March 25, 2021, from https://libgen.is/book/index.php?md5=53AFCD2CAA9D8CD4491322978CB72281 Harmer, Jeremy. (2007). How to Teach English. England: Pearson Education Limited. Indriana, F. S. (2020). An Error Analysis of Using Conjunction in Students’ Writing Cause aand Effect Sentence (A Qualitative Research At The Eleventh Grade Students Of SMA Islam Sudirman Ambarawa In The Academic Year Of 2019/2020). E-repository perpus IAIN Salatiga. Retrieved February 2, 2021, from http://e-repository.perpus.iainsalatiga.ac.id/8469/ Khalel, A., F. (2020). An Analysis of the Third Year Students’ Difficulties to Use Expressions of Quantity in Writing Positive Simple Sentences at the English Department of Bung Hatta University. E-journal Bung Hatta. 5 (2). Retrieved February 15, 2021, from https://ejurnal. bunghatta.ac.id/index.php/JFKIP/article/view/18066 Landon, B. (2013). Building Great Sentences : How to Wrtie The Kinds Of Sentences You Love to Read. New York: The CoursesTM. Retrieved March 22, 2021, from https://libgen.is/book/ index. php?md5=A4084FE55A161955A94104337715BD24 Nainggolan, E, S. (2021). Error Analysis on Simple Present Tense of Students’ Sentences. Universitas Pamulang. Open Journal unpam. Retrieved August 19, 2021, from http://openjournal.unpam.ac.id/index.php/NOSLLTL/article/viewFile/9317/5892 Raimes A. (1983). Techniques in Teaching Writing. New York: Oxford American English. Refnita, L. (2018). Educational research: A guide for beginners. Padang: LPPM Universitas Bung Hatta. Riggs, Ann. (2012). Sentence Types and Punctuation. UK: WFRANKLIN WATTS.

Feature: Critiquing the Normative Discourse Circulated by Two-Year College Writing Center Websites through Critical Disability Studies and Technical and Professional Communication

In this article, I examine how the language circulated by two-year college writing center websites impacts discursive understandings of disability and offer recommendations for more accessible documentation practices grounded in critical disability studies and technical and professional communication theory.

What are the Perceptions of STEM Students Regarding Writing Practices in a University in Kazakhstan?

Undergraduate students in STEM fields often lack writing experience as their majors usually do not require intensive writing courses. Therefore, many STEM students do not engage in writing as much as students in humanities and social sciences. In order to better understand and help STEM students writing, it is important to investigate STEM students’ perceptions regarding their writing practices in the university. The research was conducted in a research university located in Central Asia, Kazakhstan. Two qualitative research methods were used in the study, namely, qualitative interview and paper observation. Five students from different majors in the STEM fields were interviewed, and five of their writing assignments were collected and analyzed. Findings demonstrated that students in the chosen university have similar struggles and opinions about writing as revealed in the literature. STEM students understand that writing is significant; however, due to the lack of experience, they do not always see the importance of writing in their own majors. It was also found that, in terms of building their perceptions, the roles of STEM faculties and the University Writing Center are crucial factors. They can contribute to students’ writing in both positive and negative ways. The implications of the research can be beneficial for constructing and adjusting policies and regulations in the university curriculum to help STEM students build more positive perceptions about writing.

대학 글쓰기센터 운영의 방향성 연구

대학의 글쓰기센터는 글쓰기에 대한 상담 또는 지도를 수행하고 학생들의 글쓰기 능력을 배양하는데 기본적인 목적을 둔다. 그러나 글쓰기센터의 운영은 대학의 사정 또는 특성에 따라 다양하게 전개된다. 글쓰기센터는 개별적 순수 글쓰기 상담과 교과 연계형 상담, 글쓰기에 대한 특강이나 경진대회의 프로그램을 실시한다. 그러나 적지 않은 대학이 교과 연계형 프로그램을 중심으로 운영하는 경향이 있다. 교과 연계형 프로그램은 글쓰기센터가 교과의 종속적인 경향을 띠게 하고 센터로서의 정체성에 대한 의문을 갖게 만든다. 그리고 글쓰기에 대한 강의나 경진대회가 학생들의 글쓰기 능력향상과 실질적인 접목이 되는지도 의문이다. 글쓰기센터의 상담인력 또한 전문성을 지니지 못하는 경우가 있다. 글쓰기센터는 글쓰기에 대한 효과적인 상담을 위해 온라인과 오프라인이란 이원화할 필요가 있으며, 상담인력의 단계화는 물론 학생들의 글쓰기 이력화작업도 병행되어야 한다. 그리고 개별적 글쓰기상담을 기본으로 하되, 교과와 연계해 운영하는 것이 아니라 독립적인 프로그램을 운영하는 것이 중요하다. 그리고 그 프로그램을 이수하면 인증을 하거나 다른 방식의 인증을 받도록 할 필요가 있다. 글쓰기센터는 단순한 연구소나 기구로 접근해서는 안 된다. 글쓰기센터가 대학에서 학생들의 기초능력을 향상시키는데 핵심적인 역할을 하려면 말하기와 통합적으로 운영하는 것이 바람직할 수 있다.

한성대학교 글쓰기센터 소규모 글쓰기 비교과프로그램 <글방> 운영의 실제 연구

이 연구는 한성대학교 글쓰기센터의 소규모 그룹 글쓰기 비교과프로그램인 <글방> 프로그램의 운영 사례에 대하여 살펴보고 개선 방안을 제안하는 데 목적이 있다.<BR> <글방>은 5명 내외의 소규모 그룹을 한 반으로 하여 하나의 교육주제에 대하여 이틀에 걸쳐 6시간 교육을 하는 방학 단기 글쓰기 집중 프로그램이다. 체계적이고 안정적인 운영을 위하여 <글방> 프로그램은 ‘프로그램 기획, 준비, 실행, 평가’ 단계를 거치며 환류하는 시스템을 갖추고 있다.<BR> 2017년 여름방학 1회를 시작으로 2020년 겨울방학에 운영된 8회까지 총 23개 프로그램에 30개 반이 개설되었다. 글쓰기와 관련된 전반적인 사항을 두루 다루고 있으며 글쓰기 및 말하기 대회 비교과프로그램과 연계된 활동, 취업을 위한 실용적 목적의 글쓰기 등이 그 내용이다.<BR> <글방> 프로그램의 발전을 위한 개선 방안으로 첫째, 학습자 참여 독려를 위한 성과 확산이 필요하다. 둘째, 대면과 비대면의 방식을 병행한다. 셋째, 말하기와 관련된 프로그램 확대가 필요하다. 넷째, 학습자 만족도 조사 내용을 보완해야 한다.<BR> 이 연구는 대학의 글쓰기 관련 비교과프로그램의 다양성을 위한 정보를 제공하고 있다는 점에서 의의가 있다. 나아가 본 연구의 내용을 각 대학의 상황에 알맞게 활용한다면 조금 더 창의적이고 융합적인 글쓰기 비교과프로그램을 개발, 운영하는 데 도움이 될 것이다.

한성대 글쓰기센터의 &lt;사고와 표현&gt; 교과 연계형 첨삭의 현황과 내실화 방안

한성대 글쓰기센터의 &lt;사고와 표현&gt; 교과 연계형 첨삭의 현황과 내실화 방안

Connection of Clients� Original Requests and Negotiated Session Goals in Hiroshima University Writing Center

Connection of Clients� Original Requests and Negotiated Session Goals in Hiroshima University Writing Center

“Make the Appointments Obligatory”: The Cultural and Institutional Challenges of Establishing a University Writing Center in Norway

In the US, writing centers have a long history at institutions of higher learning. Often housed in individual colleges, writing centers function to help both undergraduate and graduate students develop their writing skills and become more confident, independent writers. Assistance, which is typically offered by students who are themselves seasoned writers, takes form in both face-to-face and online tutoring sessions, and can focus on tenets of writing ranging from general skills (e.g., outlining, drafting, organization) to discipline- or genre-specific assignments (e.g., theses, reports, presentations). In recent years, efforts have been made to transfer the writing center culture across the pond; success stories have popped up in a wide range of European countries. Yet several contexts have yet to be investigated. The purpose of this study was to examine the challenges of establishing a writing center at the Department of Teacher Education (Institutt for lærerutdanning) at the Norwegian University of Science and Technology (NTNU). In autumn 2019, 43 pre-service second-year students taking a course on Content and Language Integrated Learning (CLIL) were obligated to make one appointment with the writing center to discuss drafts of a paper for a required assignment. Afterwards, they completed a survey detailing the experience of their visit. Results revealed that while students on the whole benefited from the sessions to discuss their writing, the students hinted at several cultural deviations that have the potential to hobble efforts of establishing a writing center. Instructional implications are discussed.

Una intervención formativa del Centro de Escritura Nebrija en la Facultad de Ciencias Sociales

La enseñanza y adquisición de la competencia escrita es trascendental para el avance de la sociedad del siglo XXI. Por ello, se hace necesario desarrollar la alfabetización académica de los estudiantes y futuros profesionales en las universidades, incluyendo en los planes de estudio de cada facultad la escritura académica integrada en las disciplinas. Asimismo, es fundamental crear centros de escritura y facilitar la formación continua de los escritores a través de talleres específicos, tanto presenciales como en línea. Este trabajo ilustra una exitosa experiencia transversal conjunta entre el Centro de Escritura y la Facultad de Ciencias Sociales de la Universidad Nebrija. El objetivo de la intervención formativa del centro de escritura en la asignatura de Diseños de investigación en Psicología es facilitar a los estudiantes las técnicas y las estrategias necesarias para la redacción de un artículo científico. Se presentan el método y las fases de trabajo y se analizan los resultados obtenidos. Para esta investigación descriptiva se ha aplicado un proceso de observación cualitativa a través de entrevistas con el docente, cuestionarios de percepción, rúbricas de revisión y encuestas de calidad de escritores y seguimiento de los tutores; todo ello ha hecho medible la experiencia de intervención. Como conclusión, debería contemplarse en todos los programas de grado la implementación de planes de escritura en las distintas disciplinas con el fin de que los estudiantes desarrollen hábitos escritores y aumenten su adecuación en los distintos géneros discursivos.

Relationship-Building as a Means to Navigating Genre in the Writing Center

The current literature on genre and best practices for writing center tutoring is mixed: some studies support a genre specialist model while others support a generalist model. However, these studies have not explicitly examined how the tutors handle different genres in their sessions, nor how relationships between the tutor and tutee can impact this navigation. This essay explores relationship-building and the use of empathy by tutors to better understand how tutors might negotiate genre during a tutoring session. A short survey was administered to tutors at the Goucher College Writing Center. Responses revealed that the tutors saw relationship-building as a higher priority in their sessions than the genre of the text. Specifically, when confronted with unfamiliar genres, tutors overwhelmingly communicated that they instead focus on the rapport they have with their tutees in order to work with them successfully. More detailed findings focused on the importance of the tutor-tutee relationship within the generalist tutoring model, and their implications are further discussed.

A Case Study of English Writing Clinic Program Operation and its Improvements in Mokwon University Writing Center

A Case Study of English Writing Clinic Program Operation and its Improvements in Mokwon University Writing Center

The Professionalization of a University Writing Center Staff through a Professional Writing Internship Program

The University Writing Center (UWC) at St. Thomas University (STU) is closely connected with the university’s English: Professional Writing program, as many of the UWC’s tutors either major or minor in the program. One of the program’s goals is to provide students with opportunities for growth and professional development in fields related to writing, and one way the program achieves this goal is through a professional writing internship. Many of the Professional Writing students have opted to use their internship to work at the UWC. These interns have shown how a writing center can be a site where tutors grow in many professional directions and where tutors can see first-hand returns from the amount of time and effort they invest into their positions. The goal of this article, then, is to briefly describe the STU Professional Writing internship program and show how it provides our UWC tutors with a variety of professional development opportunities inside and outside of our center.

대학 글쓰기센터 운영의 현황과 과제

대학 글쓰기센터 운영의 현황과 과제

文章チュータリングに携わる大学院生チューターの学びと成長 : 早稲田大学ライティング・センターでの事例

文章チュータリングに携わる大学院生チューターの学びと成長 : 早稲田大学ライティング・センターでの事例

Initiatives of the Hiroshima University Writing Center Expanding and Developing University Library Functions

Initiatives of the Hiroshima University Writing Center Expanding and Developing University Library Functions