This longitudinal study serves as a model for examining and understanding the role of editing and its contributing factors in writing center tutorials. The study quantifies the frequency of and time devoted to editing in over 4,000 writing center tutorials and finds these quantities differ in statistically significant ways when broken down by user…

Universities across Canada and elsewhere have a longstanding focus on improving students' writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data--a discursive analysis and student survey--exploring the impact of writing instruction and support in the context of a required…

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

Purpose: Written English is a morphophonemic language. Researchers have documented that a conscious awareness of the morphological structure of English morphology is predictive of students' written language skills and that morphological awareness instruction leads to improvements in morphological awareness and in other written language…

Teaching academic writing skills in a way that engages students in deep learning is difficult and there is a risk of encouraging surface learning approaches. Moreover, linking the experience of the research process to understanding the provenance of research studies is difficult for students as they tend to experience research, referencing,…

For students new to higher education, the task of developing their academic writing skills, and particularly the principles and practices of source-referencing, can be daunting. Although institutions and teachers can and do provide positive guidance on this score, all too often students veer into inadvertent plagiarism through lack of confidence…

Many higher education students embark on a study of accounting under the misconception that accounting requires a high level of proficiency in manipulating data and being good with numbers, while believing that linguistic competence, especially as it relates to writing, is of less importance. This article reports on a study that examined 15…

The legacy and sustainability of a university education requires student independence and ownership of learning. Adopting a student-centred constructivist approach to teaching and learning allows students to develop a web of self-constructed, interconnected understanding, and supports their development into lifelong learners. The efficacy of this…

This paper describes our efforts to integrate liberal learning principles in a capstone course within the overwhelmingly career-focused discipline of accountancy. Our approach was based on the belief that business and liberal learning courses are complementary, rather than competitive, elements of a well-rounded education. The ability to deal with…

This article examines the relationship between the use of online tutoring sessions and student success in developmental writing courses. The results suggest a statistically significant difference between the success rates, as measured by course grades, of those students who use the tutoring service and those who do not, thus suggesting the…

In this program, engineering students who have proven to be excellent writers are trained to give individual help to other students. (BB)

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Argues that while the writing laboratory cannot solve all problems inherent in teaching writing, it is a rich resource for both student and instructor. (MM)

Describes a successful experimental program at West Virginia University which involved using undergraduate English Education majors as tutors in the Writing Laboratory. (DD)

Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…