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Relevant bibliographies by topics / University Writing Center

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Academic literature on the topic 'University Writing Center'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "University Writing Center"

1

Bielinska-Kwapisz, Agnieszka. "Impact of writing proficiency and writing center participation on academic performance." International Journal of Educational Management 29, no. 4 (2015): 382–94. http://dx.doi.org/10.1108/ijem-05-2014-0067.

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Purpose – Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach – This quantitative study involved 315 first-year undergraduate business students. Logistic and quantile regression analysis was used to test two hypotheses. Findings – Results indicate that student intrinsic and extrinsic motivational factors positively influenced the likelihood that a student visits the center. Student grades on writing assignments were significantly higher for students who visited the writing center but only for students who scored in the top 40th percentile of the grade distribution. Practical implications – Writing centers should try to reach all students not only those who are naturally motivated. Most importantly, centers should find ways to help students in the lower portion of grade distribution since these students presumably require sustained help. Originality/value – This paper suggests that writing centers helped only students at the top of the grades distribution which may be valuable to universities in assessing impact of writing centers and help in the efforts to improve student writing. However, this effect can only be uncovered using quantile regression. Therefore, this research has demonstrated the potential usefulness of quantile regression as a predictive and explanatory tool in assessment.

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2

Merkel, Warren. "“Make the Appointments Obligatory”: The Cultural and Institutional Challenges of Establishing a University Writing Center in Norway." Nordic Journal of Modern Language Methodology 8, no. 2 (2020): 49–67. http://dx.doi.org/10.46364/njmlm.v8i2.763.

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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.

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3

Thonus, Terese. "Serving Generation 1.5 Learners in the University Writing Center." TESOL Journal 12, no. 1 (2003): 17–24. http://dx.doi.org/10.1002/j.1949-3533.2003.tb00115.x.

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4

Jacobs, Geert, Liesbeth Opdenacker, and Luuk Van Waes. "A Multilanguage Online Writing Center for Professional Communication: Development and Testing." Business Communication Quarterly 68, no. 1 (2005): 8–22. http://dx.doi.org/10.1177/1080569904273330.

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An online writing center developed at the University of Antwerp, Belgium, called Calliope, provides a modular platform aimed at enhancing learners’ professional writing skills in five different languages: Dutch, English, French, German, and Spanish. It supports courses in business and technical communication. The current version includes modules on press releases in English, business letters in French, and minute taking in Dutch. Unlike many online writing centers, it is genre-specific and context-specific, it is highly interactive rather than linear, it uses a process approach to cater to different learning styles, it accommodates different writer profiles, and it is an instructional tool not connected to a physical writing center.

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5

McHarg, Molly. "Building social capital with skills transfer in the writing center at American Design University in Qatar." Learning and Teaching in Higher Education: Gulf Perspectives 12, no. 1 (2015): 96–106. http://dx.doi.org/10.18538/lthe.v12.n1.175.

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This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a social capital analysis. This was part of a larger study that took a sociocultural approach to English faculty perceptions of writing center work at ADU-Q. One of the emergent themes in that study was the lack of students’ language skill transfer from English courses to their disciplines. This finding has critical implications for the development of writing center and writing-across-the-disciplines work by uniting the fields of Composition, TESOL, and writing center research.

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6

Graves, Stephanie J., Kathy Christie Anders, and Valerie M. Balester. "Mining writing center data for information literacy practices." Reference Services Review 45, no. 1 (2017): 100–116. http://dx.doi.org/10.1108/rsr-07-2016-0043.

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Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

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7

Lim, seon-ae. "A Current Status and Problems of University Writing Center Operation." Korean Journal of Literacy Research 21 (September 30, 2017): 133–56. http://dx.doi.org/10.37736/kjlr.2017.09.21.133.

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8

Guahk, Sang Soon. "Current Status and Tasks of Sogang University Center for Writing." Korean Journal of Literacy Research 10, no. 2 (2019): 71–93. http://dx.doi.org/10.37736/kjlr.2019.04.10.2.71.

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9

Ariail, Jennie, Suzanne Thomas, Tom Smith, Lisa Kerr, Shannon Richards-Slaughter, and Darlene Shaw. "The Value of a Writing Center at a Medical University." Teaching and Learning in Medicine 25, no. 2 (2013): 129–33. http://dx.doi.org/10.1080/10401334.2013.770739.

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10

Evdash, V. M., and N. N. Zhuravleva. "Strategies for Overcoming University Researchers’ Writer’s Block." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (2020): 80–88. http://dx.doi.org/10.31992/0869-3617-2020-29-7-80-88.

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This paper reveals the importance of overcoming writer’s block for university researchers as second language writers. The idea and materials for the paper come from the experience of the Center for Academic Writing “Impulse” at the University of Tyumen, Russia. The target audience of the Center is the university faculty and researchers who have a lack of time to immerse in the writing process, rather they mainly want to obtain an immediate tangible result. However, our research shows that they often get frustrated by their inability to complete their writing piece because they get stuck at different stages of the writing process. For example, some people find it difficult to finish their papers, or others fade away in the middle, but the main problem is to start writing. Thus, they face writer’s block which can be referred to moderate blockage. To overcome the block, we offer the researchers a variety of activities during courses and special projects. This paper describes two strategies: classroom intervention including mainly pre-writing activities, such as freewriting, looping, word association, aimed to overcome the fear of a white page, and individualized intervention based on the project entitled “Drop in & Reboot your Writing”. The project comprised 10-20 weekly individual meetings lasting for 30 minutes and aiming at dealing with a particular writing issue. The individual approach to each participant led to a better understanding of the causes of writer’s block and finding the cures. These strategies aim to develop researchers’ positive attitude to writing, to enable them to boost their awareness of the writing process in receiving the desired results, and build confidence as second language writers.

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