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Writing Center Narrative

1484 Words6 Pages

One of the main features of the writing center narrative is the misconception of writing centers. In an essay entitled, The Idea of a Writing Center, Stephen North describes his frustrations with those not involved with writing centers. He describes the many misconceptions individuals have this entity. “Members of my profession, my colleagues … do not understand what does happen, what can happen, in a writing center” (North 63). Amongst members of the writing center community, these units are seen by others as a part of the “cleaning up” process for compositions or “remedial services” for students who have trouble writing. North noted a problem with publications given to students at his own university. The writing program was described as …show more content…

Colleges and universities subscribe to services like Smarthinking, Inc. and eTutoring where email tutoring is prevalent. Smarthinking’s website describes their Online Writing Lab as a unique service designed to assist college students to become stronger writers. Students can submit their assignments online, 24 hours a day, seven days a week, and receive a “detailed, personalized critique” within 48 hours. The site also boasts, “Smarthinking is a convenient, effective, and economical way to increase your success.” By simply submitting an essay and receiving feedback from a tutor through this online service, the conversation and collaboration is lost. Muriel Harris says, “Collaboration, a process writers engage in and teachers facilitate, is firmly entrenched in our thinking about the teaching of writing” (272). Without collaboration the teaching of writing and helping students become better writers is truly …show more content…

These programs include instant message or chat features. Students email their papers to the writing center and a tutor receives the composition. During a virtual tutoring session, the student and tutor exchange messages back and forth relating to the student’s writing. Seth Reno points out a dilemma in this type of tutoring. While most students use “internet speech” or informal language when talking through cell phones, instant messages, and chats, discussing their papers using a synchronous tutoring session will be no different. “I wonder if a client truly expects to become a better writer … while conversing with Internet-speech during a virtual tutorial” (Reno 8). Reno believes the problem occurs when a student is using a language other than academic to communicate academic goals in writing; this is where the disconnect

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