scholarly journals Could you check my grammar? The forbidden request in the university writing center

2017 ◽  
Vol 7 (4) ◽  
Author(s):  
Juhi Kim
Keyword(s):  
Writing Center ◽  
The University

The Spanish Writing Center at the University of Minnesota

ADFL Bulletin ◽  
2001 ◽  
pp. 33-36 ◽  
Author(s):  
Robert M. Strong ◽  
Joseph K. Fruth
Keyword(s):  
Writing Center ◽  
University Of Minnesota ◽  
The University

Gap in the Wall

2021 ◽  
pp. 99-120
Author(s):  
Monika Fischer ◽  
Tamás Halm ◽  
Tibor Koltay
Keyword(s):  
Doctoral Students ◽  
Writing Center ◽  
Information Overload ◽  
Training Programs ◽  
Wide Spectrum ◽  
Early Career ◽  
Faculty Members ◽  
Future Goals ◽  
The University

The Writing Center is the newest, innovative service, established as a project-based initiative within the organization of the Library of Corvinus University Budapest. The present and future goals of the Writing Center require a wide spectrum of services if wanting to cater for the needs of doctoral students and faculty members. This includes traditional and novel tasks, such as fostering publication activities, combating information overload, being familiar with abstract writing, and Open Access offered to experienced and to early career researchers. The goal in this chapter is to demonstrate how the learning and research support activities of a library, comprising curricular and extra-curricular courses, trainings, and consultations can be integrated into the knowledge structures of the university as a whole. The authors place special emphasis on the role of group-based and individual mentoring throughout a university career, spanning from student to researcher, and on the development of transversal skills through the training programs of the Writing Center.

scholarly journals Elaboración de una prueba diagnóstico para medir habilidades de escritura académica

2021 ◽  
Vol 39 (1) ◽  
pp. 131-146
Author(s):  
Carmen Elena Muñoz Rodríguez ◽  
Bernardo Enrique Pérez Álvarez
Keyword(s):  
Diagnostic Test ◽  
Writing Center ◽  
Writing Process ◽  
Academic Literacy ◽  
Writing Skills ◽  
Diagnostic Instrument ◽  
University Environment ◽  
The University

El artículo describe el proceso de elaboración de un instrumento diagnóstico para la evaluación de las habilidades de escritura en estudiantes (de pregrado y posgrado) que acuden al Centro de Escritura (CE) de la Universidad Michoacana de San Nicolás de Hidalgo (UMSNH) para obtener ayuda en sus productos escritos. La prueba tiene un valor cualitativo que otorga un resultado individual, y a la vez constituye una base para desarrollar una prueba institucional que atienda de manera específica necesidades de escritura con un criterio mixto de análisis. Uno de los pasos necesarios en la implementación del CE en la UMSNH fue la elaboración de un instrumento diagnóstico que permitiera conocer la situación en la que llegan los usuarios en sus habilidades de lectura y escritura, pues con este primer acercamiento los servicios que en el centro se ofrecen pueden ser más eficientes; asimismo, se busca conocer qué dimensiones o niveles de la actividad de escritura son más urgentes de atender tanto a nivel individual como a nivel institucional. El CE está enfocado en el proceso de producción del texto y en el escritor mismo, como instrumento que permita conocer cuáles son las habilidades y debilidades que los usuarios poseen. This study aimed to apply a diagnostic instrument that allowed determining the degree of academic literacy achieved by students in relation to their level of studies (undergraduate or graduate). That is, students’ knowledge, abilities, skills, beliefs and / or prejudices regarding the writing process were analyzed. The methodology describes the process of elaborating a diagnostic instrument for the evaluation of students’ writing skills who visit the Writing Center of the Universidad Michoacana de San Nicolás de Hidalgo with the purpose of getting help on their written products. The results obtained were analyzed from a qualitative perspective, with a correlation between the main characteristics that the students consider are important in the task of writing. The results found that students work (i) to develop those areas that allow a text to be coherent, (ii) to have a good command of spelling; and (iii) to learn how to start writing. The diagnostic test made it possible to establish the parameters which define the characteristics that users must meet in the writing process to consider that they develop this activity well, and that they have reached a level of sufficiency in academic literacy that allows them to get by in the university environment.

scholarly journals Challenges and possibilities in tutorials in a writing center in Japan

2013 ◽  
Vol 37 (6) ◽  
pp. 17
Author(s):  
Maiko Nakatake
Keyword(s):  
Foreign Language ◽  
Writing Center ◽  
English Proficiency ◽  
Writing Centers ◽  
Support Service ◽  
First Year ◽  
English Writing ◽  
Grammar Correction ◽  
Writing Course ◽  
The University

In recent years, interest in English writing centers as a support service for students’ writing beyond the regular curriculum has been growing in Japanese universities. Our writing center at the University of Tokyo was established under a first-year scientific English writing course in 2008. Our writing center offers tutorial sessions for students’ L2 (English) writing in L1 (Japanese) on a one-to-one basis. This article provides a brief introduction to our writing center and describes the challenges that tutors face, which are unique to writing centers in contexts where English is a foreign language. In this article, I would like to focus on three major points: the issue of grammar correction, tutors’ English proficiency, and tutees’ unfamiliarity with the writing center and tutoring style. This article also discusses the roles and possibilities of writing centers in Japan for both tutors and students. 近年、日本の大学において、正規課程外で学生の英語ライティングを支援する機関として、ライティング・センターへの関心が高まっている。東京大学のライティング・センターは、2008年に、理科系1年生のための英語アカデミック・ライティング・プログラムのもとに設立され、学生の科学英語論文に対するチュートリアルを１対１の形式で、日本語で提供している。本論では、本ライティング・センターの取り組みを紹介し、さらに現在直面している3つの問題点（文法の修正に関する問題、チューターの英語力に関する問題、学生のライティング・センター及びチュートリアルに対する認知度の低さの問題）に焦点をあてる。また、EFL環境下にある日本のライティング・センターが学生とチューターの両方に与える影響を明らかにし、日本の英語ライティング・センターが果たす今後の役割と可能性について検討する。

Integrating Technical Communications Into an Early Design Course

2005 ◽  
Author(s):  
Richard Bannerot ◽  
Chad Wilson ◽  
Colley Hodges
Keyword(s):  
Design Process ◽  
Writing Center ◽  
Engineering Ethics ◽  
Student Surveys ◽  
Early Design ◽  
University Of Houston ◽  
Course Material ◽  
The Difference ◽  
College Of Engineering ◽  
The University

This paper describes the integration of a significant amount of instruction and technical communications assignments into an early design course in the BSME program at the University of Houston. While many of the examples presented in this paper were initially introduced into the course without outside involvement, many more have been developed and the initial assignments have been improved through collaborations with the recently established University of Houston Writing Center (2000) and the even newer (2004) Technical Communications Across the Curriculum Program in the Cullen College of Engineering. Approximately 55% of an individual’s course grade is based on a variety of team (18%) and individual (37%) writing and presentation assignments. In many ways, these assignments are similar to those given in a traditional technical communications course. The difference is that many of these assignments are directly linked to course material including, the design process, working in teams on design-fabricate-and-compete projects, engineering ethics, and intellectual property issues. The paper provides details of these activities (including examples of assignments) and the results from student surveys requesting feedback on their effectiveness.

A Multilanguage Online Writing Center for Professional Communication: Development and Testing

2005 ◽  
Vol 68 (1) ◽  
pp. 8-22 ◽  
Author(s):  
Geert Jacobs ◽  
Liesbeth Opdenacker ◽  
Luuk Van Waes
Keyword(s):  
Learning Styles ◽  
Writing Center ◽  
Writing Centers ◽  
Professional Communication ◽  
Professional Writing ◽  
Press Releases ◽  
Online Writing ◽  
Modular Platform ◽  
Context Specific ◽  
The University

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.

scholarly journals Discovering Methods of Bettering our Writing Center: A Report on Visits to US University Writing Centers

2016 ◽  
pp. 355-364
Author(s):  
Shawn Andersson ◽  
Maho Nakahashi
Keyword(s):  
Academic Success ◽  
Best Practices ◽  
Writing Center ◽  
Writing Centers ◽  
University Of California ◽  
Learning Center ◽  
English Writing ◽  
Day To Day Operations ◽  
The University ◽  
Us University

English writing centers in Japan are a somewhat new phenomenon. The purpose of this study was to gain a perspective of actual operations of writing centers abroad. We visited the English writing centers of three universities in California with well-established, large centers to get a perspective of the day-to-day operations and best practices on how to run a writing center. The universities that we visited include the Hume Center for Writing and Speaking at Stanford University; the University of California, Berkeley Student Learning Center; and the University of California, Davis Student Academic Success Center.

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