Writes Well with Others: Developing L2 Expertise in Writing Center Tutors

Written as a manual to help writing center directors develop multilingual training for their tutors, this document uses the case study of a locally-developed comprehensive L2 tutor training program to clarify administrative and practical concerns of program development and to offer material that can be used in such a training program. The introduction explores in detail the need for L2 training, clarifies variations between writers and between cohorts of tutors, examines the disconnects that can exist between theory and practice, and explains some of the theoretical conflicts that exist between writing center pedagogy and second language pedagogy. Subsequent sections discuss administrative concerns of developing training (e.g., methods, criteria, evaluation, sustainability), offer detailed explanations of hands-on training activities, and provide a topical resource bibliography

“I’m Not a Writer!” Graduate Writers’ Self-Assessment of Writing Ability and Confidence

This presentation shares survey data on graduate writers\u27 self-assessment of their writing ability and confidence. Typical survey respondents had varied confidence in their writing abilities, were concerned about being respected and understood by scholars in their fields, wrote alone and only when they had to, and were anxious and possibly worried about writing

Innovating Graduate Programming: Incorporating Writers\u27 Ideas into a Workshop Series

This presentation shares the methods and results of a survey assessing graduate student needs for writing support. It presents the survey results around central themes of writing products, writing skills, the writing process, and feelings about writing, and then discusses how the presenters designed a 4-part workshop series for mid-stage graduate writers to fulfill their identified needs

Turning Data into Deliverables for L2 Writers & Writing Tutors

This workshop aims to help writing centers and writing programs use context-specific research to develop writer support programs and staff training. The slides include information on how the presenters used locally-collected data from IRB-approved research to create L2 writer programming and to develop tutor training modules. Additional materials include sample data from the two case studies, along with hands-on activities with which attendees can explore the usefulness of quantitative and qualitative data for meeting writing center deliverables

A Resource Guide for Consulting with Graduate Students

This resource guide offers undergraduate writing consultants a brief look at some aspects of graduate writing with which they may be unfamiliar. The document is intended to be used in a tutor practicum or in other forms of tutor education

Developing Support for Stalled Dissertators

Graduate students writing dissertations often confront academic or personal issues that may cause them to lose momentum and stop progress on their dissertations. This workshop helped attendees to consider reasons why graduate students writing dissertations become stalled, to conceptualize what a program designed specifically to help stalled dissertators might look like, and to experience the process of creating methods and resources for such a program. Materials include hands-on activities and handouts that can be used to walk through the process of developing a writing support program for dissertators

Just don\u27t call it boot camp : Implementing intensive dissertation writing experiences

This roundtable presentation explored intensive writing programs for dissertation writers conducted at two R1 institutions. Evaluations indicated the programs encouraged dissertation progress, provided relational support, and taught skills. The materials here share contextual and curricular information and discuss aspects like group dynamics and timing that can affect program success

Analysis of the UK Government's 2011 tourism policy

This review considers the UK Government's 2011 tourism policy document. The policy was produced during a period of public sector restructuring in the UK and also during the global economic crisis, which began in 2008. The policy sets out a number of reforms to the governance of tourism at the national and local levels, which aim to increase the level of private sector involvement in leading and developing the tourism sector and to reduce the sector's dependence on public funding. During a period of economic slowdown in the UK, the tourism industry can make a significant contribution to growth, but it is not yet clear whether these proposed reforms will support or impede the future development of the tourism industry in the UK

Teaching strategies and gender in higher education instrumental studios

This study investigates instrumental music teaching strategies in higher education settings, in order to identify those employed and their frequency and context of use. An instrument- and gender-balanced sample of 24 lessons from five institutions was analysed using a researcher-designed observational instrument. The results reveal the predominance of teacher demonstration, general directives and praise as most frequent teaching strategies employed in lessons. Gender differences emerged in the teaching approaches: the male teachers gave more general directives and explanations and the female teachers offered more answers and practice discussions; the male students received the most specific teacher criticism despite uniform use of praise. The findings provide new evidence of teaching practices in advanced instrumental studios and raise questions regarding gender issues in music teaching