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ERIC Number: ED516234
Record Type: Non-Journal
Publication Date: 2010
Pages: 182
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-2726-5
An Analysis of Writing Tutoring Assessment in Four Community College Writing Centers
Pantoja, Maria Veronica
ProQuest LLC, Ph.D. Dissertation, Arizona State University
Writing centers in American institutions of higher education have existed in one form or another since the late 1800s and early 1900s, providing individualized writing tutoring and support for students. As writing centers evolved, questions arose regarding the effects of writing tutoring on student writing. Some assessment studies on writing centers and writing tutoring analyze students' grades, while others focus on students' writing improvement. Both areas are problematic; establishing a link between writing center intervention and grades is difficult, as grades are influenced by a number of factors. Linking student writing improvement to the writing tutoring they received is also problematic because establishing a correlation between the two requires very specific methodologies. Therefore, to conduct effective assessment practices, writing center and writing tutoring goals must be clarified. This study responds to these issues regarding writing tutoring and its impact on student writers by specifically focusing on assessment practices in four community college writing centers within one community college district in the American southwest. Moreover, this study addresses the current lack of scholarship in writing center studies focused on the community college writing center, a site that often comprises different contextual issues than those found in university writing centers. Participants in this study, which included community college writing center directors and co-directors, were asked to share usage data, writing center procedures, and assessment practices through questionnaires and interviews as a way to begin compiling foundational data for the writing centers in this community college district. Investigating how the writing center staff who participated in this study define and assess success, communicate those results, and then use them to enact change in their writing tutoring practices uncovered common values among these writing centers. This study's findings suggest that participants ought to clarify writing center goals, collect more specific usage data, collaborate with their sister colleges more often to share assessment and other procedural practices, and use their center's goals and/or mission to inform their assessment practices. Ultimately, community college writing centers should focus more attention on assessment projects that enable them to communicate to faculty, students, and other stakeholders the vital role they play in the writing culture of their institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A