OWL services represent an opportunity for writing centers to expand their reach both on and off campus, assisting student writers where they are at and in a way that allows them to take increased agency over their compositional processes and products. With the information provided, readers should be able to replicate this workshop and adapt the exercises to their own educational settings.Īs the disciplinary focus on learner agency and autonomy increases, a space for online writing labs (OWLs) is reemerging. Based on anecdotal participant feedback, we discuss advantages and disadvantages of the different exercises and of the workshop set-up. Detailed descriptions for each exercise as well as a dramaturgy of the workshop are included sample texts and handouts for each station can be found in the Appendix. In this paper, we describe how we devised the workshop based on analysis of both the problem and the contexts in which the workshop has been carried out. In the workshop, participants move from station to station, working on the exercises at their own pace by using pre-prepared materials at the stations. We identified five key difficulties students face and created seven exercises that address them. To address this need, we developed a workshop with learning stations. interpreting, extrapolating and integrating primary and secondary sources into their own texts. Inexperienced academic writers often have difficulty understanding and implementing academic intertextual practices, i.e.
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