Efficiency and Effectiveness in Asynchronous Distance Tutoring in the Writing Center

Document Type

Student Presentation

Presentation Date


Faculty Sponsor

Clyde Moneyhun


McAndrew and Reigstad suggest that tutors should focus on higher-order concerns (HOCs) before working on lower-order concerns (LOCs). In Writing Center pedagogy, this currently holds true in both face-to-face sessions as well as in distance tutoring situations, such as email consultations, where clients receive a written response in which the tutor determines what will be focused on without immediate interaction with the client. It is assumed that what is effective in face-to-face sessions should be what is focused on in distance tutoring as well. There is little research into the effectiveness of this assumption; most literature focuses on transferring the rhetorical nature of face-to-face tutoring to a distance setting. This study explores current Writing Center pedagogy and its effectiveness in distance education programs. Additionally, this research identifies which suggestions and suggestive language result in a greater level of student revision through a corpus linguistics study.

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