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ERIC Number: ED508644
Record Type: Non-Journal
Publication Date: 2010-Mar-7
Pages: 8
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: N/A
The College Writing Center: Best Practices, Best Technologies
Moberg, Eric
Online Submission
Lifelong learning is a must in our information age, especially in the worldwide recession that began in 2008. In order to gain the most from their education, adult learners in any subject, major, program, or school must master the basics of academic reading and academic writing. Towards this end, writing tutors and writing centers offer individualized attention to students who need more direction than their professors have time to share in class or during office hours. The training of these tutors, organization of their services, and management of the quality of the tutoring program stand out as key considerations in establishing and maintaining a quality writing support program. Whether writing centers stay within their bricks and mortar, move online, or blend their service delivery, the quality of their services will remain an essential part of the success of their students and their host school. The purpose of this study was to describe the best practices and technologies currently in use by college and university writing centers. The author reviewed 28 primary and secondary sources, many of which were peer reviewed journal articles, and interviewed two writing center educators. Results indicate that traditional research based writing instruction methods of andragogy still apply and are recommended in face-to-face centers, as well as their online counterparts. The research recommends rigorous training of tutors in both reading and writing development as well as ongoing in-service training to maintain and improve the overall organization and management of services. [Abstract modified to meet ERIC guidelines.]
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland