Relevant bibliographies by topics / Writing Center Training

Academic literature on the topic 'Writing Center Training'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Writing Center Training"

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Fadanelli, Sabrina Bonqueves, and Maria Valesia Silva da Silva. "Building Vocabulary Acquisition Skills in English Academic Writing with the aid of Corpus Linguistics: the UCS Writing Center Initiative." Revista Linguagem em Foco 13, no. 4 (March 11, 2022): 155–70. http://dx.doi.org/10.46230/2674-8266-13-7361.

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Acquisition of academic vocabulary is paramount to students’ success in academic life, as well as for the process of writing publishable papers in English so that research can be shared more broadly (NAGY; TOWNSEND 2012; PAQUOT, 2014). While in countries such as The U.S. and England the practice of offering Writing Centers for academic writing thrives, the initiative is still quite shy in Brazil (CONS 2020), though some Writing Centers around the country have recently started to operate. The aim of this paper is to report how the training activities of the Writing Center at University of Caxias do Sul – UCS Writing Center - use the Corpus Linguistics approach (BERBER-SARDINHA 2004) to enhance acquisition of academic vocabulary, therefore providing better academic writing skills to professors and students of the institution and the community it targets. The article contextualizes the Writing Center within the University and presents a series of activities which were designed based on research of Corpus Linguistics’ application to the teaching and learning of English for Academic Purposes (EAP). The activities provide specific instances of how Corpus Linguistics resources can be an invaluable asset for the improvement of vocabulary in academic writing in English, being especially useful for researchers who wish to upgrade the quality of the language used in their international publications.
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Iwantara, I. Wayan. "Tingkat Motivasi Widyaiswara Dalam Menulis Artikel Pada Website Balai Diklat Keagamaan Denpasar." Widyadewata 2, no. 1 (December 6, 2022): 34–44. http://dx.doi.org/10.47655/widyadewata.v2i1.27.

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Penelitian ini bertujuan untuk mengetahui besarnya tingkat motivasi widyaiswara dalam menulis artikel pada website Balai Diklat Keagamaan Denpasar. Penelitian ini menggunakan pendekatan deskriptif kuantitatif. Pengumpulan data dilakukan dengan teknik angket yang diberikan kepada 17 orang widyaiswara Balai Diklat Keagamaan Denpasar mendapatkan data motivasi widyaiswara dalam menulis artikel pada website Balai Diklat Keagamaan Denpasar. Data motivasi yang diambil adalah data motivasi widyaiswara setelah diberlakukannya pemberian honor menulis bagi widyaiswara yang mempublikasikan artikelnya pada website Balai Diklat keagamaan Denpasar sejak Tahun 2017. Data motivasi dianalisis secara deskriptif berdasarkan data angket motivasi dengan mencari rata-rata skor motivasi. Hasil Penelitian menunjukkan Widyaiswara Balai Diklat Keagamaan Denpasar mempunyai tingkat motivasi yang tinggi dalam menulis artikel pada website Balai Diklat Keagamaan Denpasar dengan rata-rata skor 74,38. Skor motivasi widyaiswara dalam menulis artikel pada website Balai Diklat Keagamaan Denpasar ini dijabarkan lebih lanjut pada tiap aspek motivasi. Aspek Kebutuhan fisik mendapatkan kategori sedang. Aspek kebutuhan rasa aman, kebutuhan sosial, kebutuhan penghargaan dan kebutuhan rasa ingin berkembang mendapatkan kategori tinggi. Rekomendasi agar Kepala Balai Diklat Keagamaan Denpasar menyediakan anggaran yang lebih untuk memberikan honor menulis untuk meningkatkan motivasi widyaiswara dalam menulis artikel pada website Balai Diklat Keagamaan Denpasar The purposed of this study was to determine the level of widyaiswara's motivation in writing articles on the website of the Denpasar Education and Training Center. This study uses a quantitative descriptive approach. Data collection was conducted by questionnaire technique given to 17 facilitator of Denpasar Religious Training Center to get motivational data for widyaisawara in writing articles on the website of Denpasar Education Training Center. The motivational data taken is the Widyaiswara motivation data after the enactment of giving honorariums to facilitator who published their articles on the website of Denpasar Education Training Center since 2017. Motivational data were analyzed descriptively based on motivation questionnaire data by looking for the average motivation score. The results showed that the Denpasar Religious Education Center Lecturer had a high level of motivation in writing articles on website of Denpasar Religious Training Center with an average score of 74.38. Widyaiswara's motivation score in writing articles on website of Denpasar Education Training Center website is further elaborated on each aspect of motivation. Aspects of physical needs get a moderate category. Aspects of security needs, social needs, rewards needs and the need to develop need to get a high category. Recommendations for head of Denpasar Religious Training Center is to provide more budgets to provide writing honorariums to increase widyaiswara's motivation in writing articles on website of Denpasar Education Training Center
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Thonus, Terese, and Beth L. Hewett. "Follow this path." Metaphor and the Social World 6, no. 1 (May 9, 2016): 52–78. http://dx.doi.org/10.1075/msw.6.1.03tho.

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This paper examines conceptual metaphor use by graduate-student writing consultants in a university writing center. Our goal was to develop a taxonomy for consultant metaphor in asynchronous online consultations; to find evidence that consultants could produce deliberate metaphors as an instructional strategy when responding asynchronously by e-mail to students and their texts; and to compare these data with Thonus’s (2010) investigation of consultant metaphor use in face-to-face consultations, Results showed that writing consultants trained in the use of strategic metaphors employed them in subsequent consultations. In addition, trained consultants used deliberate, coherent, and systematic metaphors in all six categories of our analysis, and they exploited metaphors students had developed in their writing. In comparison with their pre-training metaphor use, the consultants demonstrated increased metaphor use after training and used metaphors significantly differently from consultants who had received no training. We discuss these results in terms of deliberate vs. non-deliberate metaphor use in writing instruction, and we consider the feasibility and advisability of training writing center consultants to employ metaphors — specifically coherent, systematic metaphors — as vehicles for writing instruction in an online setting.
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Lee, Jiyoung. "Study on the Operational Status and Development Direction of a University Writing Center －Focusing on the Differences in Satisfaction according to Student Majors and the Analysis of Student Needs for Writing Instructional Content." Korean Association of General Education 16, no. 2 (April 30, 2022): 213–29. http://dx.doi.org/10.46392/kjge.2022.16.2.213.

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In this paper, the operating system and operation process of Youngsan University's writing center were reviewed, and the operation status and performance were analyzed. Based on the research results, the direction for the development of the university writing center, along with implications that can be helpful in composing the content and methods of university writing education, were suggested. First, in order to understand the operating status of the writing center, detailed information such as the organizational chart, the training programs operated for one year at the writing center, the business plan, the publicity poster, the training program application form, and the online homepage screen were presented. Next, the level of satisfaction of the students who participated in the writing center education program was analyzed. The satisfaction of the students who participated in the writing camp was generally high. However, 'enhancement of competency' and 'improvement of motivation' showed a somewhat low level of satisfaction. Also, this research confirmed that the satisfaction level of science and engineering students was slightly lower than that of humanities and social science students according to the students' majors. In order to solve this problem, various themes of the camp were organized, and writing educational content for science and engineering students was proposed. As a result of analyzing the students' online correction application types, this study confirmed that the students had a high demand for guidance regarding paragraph composition. Accordingly, this study argued that the direction of writing instruction should change from instruction that is centered on getting results to instruction that is centered on the writing process itself.
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Richardson, Brittany. "Collaborations between Libraries and Writing/Tutoring Services are Diverse and Provide Opportunities to Support Student Success and Information Literacy Outcomes." Evidence Based Library and Information Practice 13, no. 3 (September 13, 2018): 91–93. http://dx.doi.org/10.18438/eblip29452.

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A Review of: Jackson, H. A. (2017). Collaborating for student success: An e-mail survey of U.S. libraries and writing centers. The Journal of Academic Librarianship, 43(4), 281-296. https://doi.org/10.1016/j.acalib.2017.04.005 Abstract Objective – To collect information on the existence and characteristics of collaborative partnerships between libraries and writing centers/writing tutoring services. Design – Email survey questionnaire. Setting – Academic libraries, writing centers, and writing tutoring services at two-year, four-year, and graduate/professional institutions across the United States of America. Subjects – 1,460 librarians, writing center staff, and tutoring services staff. Methods – Subjects were invited to participate based on a “. . . random sampling of 33% of each institutional “Size and Setting” group from the 2010 Carnegie Classification of Institutions of Higher Education” and the availability of contact information for the library or writing center at the randomly sampled institutions (p. 282). Respondents who identified an existing partnership between the library and writing center/tutoring services answered questions regarding collaboration methods, training, and promotion as well as open-ended questions on goals, assessment, ideal relationship qualities, strengths, and weaknesses. In the absence of a known partnership, questions focused on potential for, and ideal methods of, collaboration. Main Results – The survey had a response rate of 13.5%, based on the 197 responses that met the criteria for inclusion in the results. Of the respondents, 117 identified as librarians, 59 as writing center staff, and 21 as tutoring services staff. Respondents were affiliated with institutions in 43 states and the District of Columbia. 65% of respondents reported that a collaborative relationship between the writing center and library existed at their institution. Of those without a known current partnership, 77% believed there was potential for collaboration. Top existing collaborations included instruction (21%), student orientations (16%), appointments (14%), classroom presentations (14%), and writing tutors embedded in the library (14%). Only 35% identified strategic goals for collaborations. Respondents engaged in partnerships highlighted shared space, referrals, a unified focus on student success, and defined roles as top ideal partnership characteristics. Key partnership strengths included teamwork/relationship, focus on student success, and shared goals/knowledge/resources. Common weaknesses included lack of communication, planning, shared space, patron awareness, funding, staff, and collaboration. Conclusion – Diverse collaborations between libraries and writing centers/writing tutoring services exist. These collaborations may provide opportunities to support student success and information literacy outcomes. Based on survey results, the author suggested that improved communication between partners could mitigate identified weaknesses and assist in achieving partnership ideals. Additionally, increased creation and assessment of strategic partnership goals may strengthen communication and planning. Many respondents were interested in shared library and writing center space, an area which requires further research. Ultimately, the author concluded that more investigation is needed to inform best practices for partnerships.
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Fitriyah, Riskha Nur. "Analisis Penyusunan dan Publikasi Karya Tulis Ilmiah Sebagai Tolok Ukur Kompetensi Widyaiswara." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 9, no. 2 (December 31, 2021): 116–26. http://dx.doi.org/10.36052/andragogi.v9i2.232.

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[ANALYSIS OF THE PREPARATION AND PUBLICATION OF SCIENTIFIC PAPERS AS A BENCHMARK OF WIDYAISWARA’s COMPETENCE] This study aimed to describe the competence of widyaiswara, explain the inhibiting factors, and know the effort to increase the competence and professionalism of widyaiswara at Semarang Religious Training Center in composing and publishing the scientific paper. The method used in this study was an inductive qualitative method. The sampling technique by purposive sampling, data collection techniques are document review and interview. Data analysis techniques are using the Miles and Huberman model, including data reduction, data presentation, and conclusion. The results of the study showed that widyaiswara at Semarang Religious Training Center have understood and are competent in composing and publish of scientific paper. The inhibiting factors for widyaiswara in composing and publishing the scientific paper, are difficulty fulfilling the writing style and journal form, time, and lack of information on how to publish. Efforts to increase the competence and professionalism of widyaiswara in composing and publishing the scientific paper have been done by the management is organize scientific writing training, send widyaiswara to follow the training of trainer the scientific paper, middle and high tier training and academic writing activities.
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Nahriah, Nanan. "Efektivitas Diklat Karya Tulis Ilmiah terhadap Kompetensi Menulis Widyaiswara." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 8, no. 1 (July 16, 2020): 353–65. http://dx.doi.org/10.36052/andragogi.v8i1.132.

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[THE EFFECTIVENESS OF THE TRAINING OF SCIENTIFIC PAPERS ON WIDYAISWARA WRITING COMPETENCE] The purpose of this study is to describe the effectiveness of the training of scientific article on widyaiswara writing competence regarding the formulation of research problems, the formulation of theoretical studies, the formulation of research methods, the preparation of results and discussion, and the presentation of conclusions and suggestions. This research is a qualitative descriptive study. The research was carried out in the Education and Religious Technical Training Center. The research subjects were 10 widyaiswara who had participated in the training on scientific writing. Data collection techniques are documentation studies while data analysis techniques are using qualitative data analysis techniques. The results of the study showed that the training of scientific writing for widyaiswara was effective in developing the widyaiswara's competence in writing scientific papers. It revealed that all documents had included research problems in the introduction, content, and closing, although the terminology is not exactly the same as the writing guidelines but the essence is relevant to the problem. Some are explicitly disclosed and some are implicitly. Based on the results of the study, the researcher proposed a suggestion that the Pusdiklat continue to program scientific papers training for Widyaiswara.
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Lombard, Maria. "Control, Communication, and Knowledge-Building in Asian Call Centers." Communication & Language at Work 3, no. 3 (December 3, 2014): 64. http://dx.doi.org/10.7146/claw.v1i3.16565.

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Communication within international call centers can be significantly complicated by breakdowns that result from multiple layers of corporate language. This case study explores training sessions and documentation developed and delivered by an American team responsible for training international call center workers located in the Philippines. Findings show that attempts to standardize and control workplace language can limit meaningful two-way communication, leaving workers to both question what they are told and invent new ways of communicating. Recommendations are presented in this study for a workplace writing model that can overcome language differences through authentic interaction.
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Sholeh, Makherus, Abd Aziz, and Nur Kholis. "Development Of Teacher Competence In Creative Writing To Actualize Literacy Of Madrasah." ELEMENTARY: Islamic Teacher Journal 9, no. 2 (December 27, 2021): 183. http://dx.doi.org/10.21043/elementary.v9i2.11903.

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<p align="center"><strong>Abstract</strong></p><p>Teachers often have difficulty in developing competence in the writing aspect, especially in Islamic-based educational institutions. This study aims to explain the concept of developing teacher competence in creative writing to realize madrasa literacy. This study involved six informants, including school principals and teachers who are members of the writing community. Data was collected through direct interviews (telephone, WhatsApp messages, and video calls), observation, and documentation. The results showed several steps to developing teacher competence in writing at MI Perwanida Blitar: 1) Forming a writing community called ARUNIKA CAKRAWALA. It was started by building mutual commitment, self-efficacy, motivation, and writing habits, and determining rewards and punishments. 2) Implementation of the writing community by actively participating in seminars, workshops, writing training, and webinars, actively writing in external and internal communities of the institution, holding peer tutors, supporting school literacy programs, and publishing teacher and student writings in various genres. 3) Obstacles faced by writing teachers are limited time, limited ideas, and unstable teachers' motivation in writing. This finding offers the concept of developing teacher competence in writing. The findings are expected to be adopted in developing teacher competence in creative writing in other institutions.</p>
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Terenko, Olena. "Organizational and content aspects of providers of adult education functioning in the USA and Canada." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 111–15. http://dx.doi.org/10.28925/1609-8595.2018.3-4.111115.

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The article deals organizational and content aspects of providers of adult education functioning in the USA and Canada. Comparative analysis of understanding of concept «content of education» by Ukrainian and foreign scientists is conducted. Content of education is experience, which is acquired by personality and becomes subjective. Peculiarities of concept «curriculum» are analyzed. In Ukrainian pedagogics content of education is viewed a system of knowledge, practical skills and ways of activity, experience of creative work, outlook, moral and aesthetic ideas. Specifics of Canadian and American centers of education functioning is analyzed. Every state in the USA and every province in Canada have center of adult education and center of knowledge spreading. Interconnection between centers of adult education and centers of knowledge spreading is traced. Centers of adult education are aimed at creating conditions for personal and professional development of every man. Functions of adult centers of education are singled out. The main functions are the following: monitoring and analysis of adults’ educational needs. Differences between programs of general education and programs of professional training and career development are traced. Five blocks of programs of corporate education are analyzed. Programs of general education are aimed at acquisition of knowledge that was not obtained at school in reading, counting and writing. Programs for professional development of adults are aimed at workforce training, development of small business, increasing opportunities for skills development, integration of practical skills and theoretical knowledge at workplace, training of adults for changes in their career. Peculiarities of programs for professional and career development are practical orientation, personalization, openness, binary adaptation. Key components of programs of corporate learning are the following: development of basic skills and knowledge, training of managers and administrative personnel, investigation of science and technologies, selling of commodities and work with clients, general education. Basic skills presuppose not only reading, writing and counting, but also knowledge of sciences, skills of reading, writing and critical thinking. Second block is aimed at training of managers and administrative personnel. The third block is aimed at learning science and technologies, which is rather important in conditions of information society. The fourth block is aimed at teaching how to work with clients in coordination with technical and management education. The fifth block presupposes personal and professional development of workers.
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Dissertations / Theses on the topic "Writing Center Training"

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Watson, Siobhan Teresa. "“Identity Issues”: Tutor Identities, Training, and Writing Center Communities." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1343935367.

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Stonerock, Krista Hershey. "From training to practice the writing center as a setting for learning to tutor /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117636352.

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Tuttle, Shannon Nicole. "Transfer in the Writing Center: Tutors Facilitating Students' Understanding of Transfer." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8548.

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Transfer, a highly researched topic in composition studies, is a topic of increasing interest to those in writing center studies. Writing centers are an ideal location for the application of transfer because tutors can provide more opportunities for guided practice, application, reflection, and metacognition in a one-on-one setting; thus, students may learn more effectively, through application, the writing skills they may receive via instruction in their classrooms. Previous writing center studies have implemented transfer-focused curricula to help tutors better facilitate transfer in their tutorials. These curricula have focused on training tutors to understand and apply transfer to their tutorials, but they have not invited tutors to assess how transfer has impacted or influenced their previously learned tutoring strategies. Though researchers have lectured on transfer, incorporated activities to increase understanding of transfer, and required readings on transfer, we have not yet understood how tutors understand and value transfer in relation to their tutoring strategies and, more importantly, meeting student needs. The curriculum presented here builds on tutors’ prior knowledge about tutoring and builds in ample opportunities for tutors to engage with transfer theory, adapt their understanding into their tutoring, and reflect regularly on and assess their application of understanding transfer. This study examines tutors’ responses to the curriculum, one tutor’s tutorials throughout the duration of the curriculum, and one tutor’s discourse-based interview responses. The results of this study indicate that tutor involvement is vital to understanding what transfer looks like in the writing center and that writing centers will benefit from providing tutors with a broad understanding of transfer that tutors can then incorporate into their understanding of effective tutoring practices.
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Moser, Ann Hager. "Theories, Techniques, and the Impacts of Computer-mediated Conferencing in a University Writing Center: Toward a Model for Training Programs." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/30170.

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In 1984, Stephen North said of writing center research: "There is not a single published study of what happens in writing center tutorials" (433). In the eighteen years since then, writing center practitioners and scholars have produced impressive research and development work, but few empirical studies have added to the sub-field of computer-mediated writing conferencing, though there are more than 300 online writing labs, OWLs, listed on the National Writing Centers Association website. This study started with the understanding that there are significant behavior, communication, and tutoring technique differences between online tutoring and face-to-face tutoring that can affect tutor training, which the research from the fields of computers and composition, computer-mediated communication, and writing centers shows. The purpose of this research was to describe the nature of the online writing lab tutorial. Qualitative analysis was used to prepare a full picture of the online tutoring sessions of three tutors over a six-week period in the Radford University Writing Center. The researcher took the role of participant/observer/interviewer for the sessions. Interviews and talk during conferences with the tutors, were transcribed, coded and contextualized, adding to the understanding of the tutor?s online work. Using a functional analysis model created by Gere and Abbott (1985) and applied by Hewett (1999), transcripts of the tutorial conferences were divided by linguistic idea units and coded according to function, intent, and consciousness. Additionally, a coding scheme was created out of the interview transcripts and from the tutorial responses of this study that focused on the technical and social aspects of the online conferencing, which helped objectify the nature of computer-mediated conference.
Ph. D.
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Chalk, Carol S. "Gertrude Buck in the writing center : a tutor training model to challenge nineteenth-century trends." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290968.

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In this dissertation, I explore a writing center tutor training model based on the theories and practices of Gertrude Buck, a nineteenth-century teacher and scholar. In the late nineteenth and early twentieth centuries, Buck was among the few offering an alternative to the dominant view of writing as a tool to reflect existing ideas objectively and correctly. She instead held a Deweyan view of language as a practice that allowed students to explore knowledge and come to a better understanding of themselves, others, and their communities.I examine evidence that effects of prescriptive nineteenth century trends linger in our contemporary writing center setting at Ball State University; next, I describe the process of creating a tutor training model over the course of a semester as I introduce Buck's ideas, observing how Buck's principles are discussed and implemented in writing center sessions and staff training situations. Specifically, I ask the following questions for the descriptive study that I conduct: What practices emerge as a result of using the principles of Gertrude Buck in writing center tutor training? What are the relationships among this tutor training process, tutors' perceptions of writing, and their resulting practices and approaches toward tutoring writing?Findings from the descriptive study demonstrate that the use of Gertrude Buck's principles in our writing center enabled tutors to openly, productively discuss the complexities of writing and language and to more confidently meet the needs ofdiverse writers in a range of situations. The use of Gertrude Buck's principles, which emphasize collaboration, an inductive approach to learning, and continuous reflection on the relationship between practice and theory, in fact have a broader application beyond writing centers. Writing center administrators, tutors, and teachers of writing can benefit from Buck's principles as a guide for examining their own practice and theory connections and creating models for teaching and tutoring to fit their specific contexts.
Department of English
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Cassorla, Leah F. "Tutor attitudes toward tutoring creative writers in writing centers." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000404.

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Pigliacelli, Mary. "Practitioner Action Research on Writing Center Tutor Training| Critical Discourse Analysis of Reflections on Video-Recorded Sessions." Thesis, Long Island University, C. W. Post Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10623761.

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Training writing center tutors to work collaboratively with students on their writing is a complex and challenging process. This practitioner action research uses critical discourse analysis (Gee, 2014a) to interrogate tutors’ understandings of their work, as expressed in their written reflections on video-recorded tutoring sessions, to facilitate the development of strategies for training and support in the LIU Post Writing Center. This thesis develops a model of knowledge construction that includes writing center knowledge, disciplinary genre knowledge, writing knowledge, rhetorical knowledge, interpersonal knowledge, and intrapersonal knowledge. The results show that video recording of and reflection on writing center sessions with the addition of critical discourse analysis is an appropriate and productive method for improving tutor training in individual writing centers. Additionally, it discusses a need for additional tutor training on pedagogical reflection.

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Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.

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Hays, Elaine. "The genres of tutor training : searching for reflective practice /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3248229.

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Vingum, Ryan. "Re-Thinking Consultant Participation: Participatory Design Methods in an Online Consultant Training Program." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469968754.

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Books on the topic "Writing Center Training"

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Gray, James. Teachers at the center: A memoir of the early years of the National Writing Project. Berkeley, Calif: National Writing Project, 2000.

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Hart, D. J. The development of a French language writing test, pilot phase: Final report to the French Training and Evaluation Centre. [Toronto]: Modern Language Centre, O.I.S.E., 1989.

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Cohen, Elizabeth Storr, and Margaret Louise Reeves, eds. The Youth of Early Modern Women. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462984325.

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Through fifteen essays that work from a rich array of primary sources, this collection makes the novel claim that early modern European women, like men, had a youth. European culture recognised that, between childhood and full adulthood, early modern women experienced distinctive physiological, social, and psychological transformations. Drawing on two mutually shaped layers of inquiry — cultural constructions of youth and lived experiences — these essays exploit a wide variety of sources, including literary and autobiographical works, conduct literature, judicial and asylum records, drawings, and material culture. The geographical and temporal ranges traverse England, Ireland, Italy, France, the Netherlands, Switzerland, Spain, and Mexico from the sixteenth to the eighteenth century. This volume brings fresh attention to representations of female youth, their own life writings, young women’s training for adulthood, courtship, and the emergent sexual lives of young unmarried women.
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Roen, Duane. Views from the Center: The CCCC Chairs' Addresses, 1977-2005. Bedford/St. Martin's, 2006.

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H, Roen Duane, ed. Views from the center: The CCCC chairs' addresses 1977-2005. Boston: Bedford/St.Martin's, 2006.

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Keller, Ella. Handwriting and Drawing Training Book for Kids: Preschool Handwriting Workbook /Paper with Wide Lines, Dotted Center, Space for Drawing ,Practice Writing Letters, Pen Control Inches. Independently Published, 2020.

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zczc, M. Unicorn Kindergarten Writing Paper 120 Pages: Handwriting Practice Sheets for Kids to Training Correctly on Alphabet ABC and Numbers 123,Attractive Cover Design for Girls Using Unicorn Shapes, Outlines and Dotted Center. Independently Published, 2020.

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Rafoth, Ben. Multilingual Writers and Writing Centers. University Press of Colorado, 2015.

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Rafoth, Ben. Multilingual Writers and Writing Centers. University Press of Colorado, 2015.

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Rafoth, Ben. Multilingual Writers and Writing Centers. University Press of Colorado, 2014.

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Book chapters on the topic "Writing Center Training"

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Schiera, Tony. "A Review of Writing Centre Tutor Training Materials in the GCC." In Writing Centers in the Higher Education Landscape of the Arabian Gulf, 229–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55366-5_13.

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"Tutor Training in the Writing Center." In The Writing Center Director's Resource Book, 289–335. Routledge, 2012. http://dx.doi.org/10.4324/9780203933114-11.

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Allison, Fallon N. "Modular Training For Professional Writing Center Consultants." In Redefining Roles: The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers, 31–43. Utah State University Press, 2021. http://dx.doi.org/10.7330/9781646420858.c002.

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Reineke, Juliann, Mary Glavan, Doug Phillips, and Joanna Wolfe. "“Novelty Moves”: Training Tutors to Engage with Technical Content." In Re/Writing the Center, 163–81. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607327516.c008.

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Shiell, Anne. "Examining Assumptions About Training and Development For Writing Center Professional Consultants." In Redefining Roles: The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers, 44–57. Utah State University Press, 2021. http://dx.doi.org/10.7330/9781646420858.c003.

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Fischer, Monika, Tamás Halm, and Tibor Koltay. "Gap in the Wall." In Advances in Library and Information Science, 99–120. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4546-1.ch005.

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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.
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Hein, Michael, Richard G. Moffett, and Yoshie Nakai. "University-Based Consulting Centers as Part of an Industrial-Organizational Master’s Program." In Mastering Industrial-Organizational Psychology, 115–30. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.003.0007.

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This chapter details key considerations for starting and maintaining a consulting center. University-based consulting centers provide unique out-of-classroom training opportunities for students in industrial-organizational psychology master’s programs to develop professional skills. Students work in groups with faculty and peers to provide services to organizational clients. Through the centers, students gain applied experience in project management, proposal writing, and business communications. Key considerations for establishing and maintaining a university-based consulting center include evaluating the needs and readiness of the stakeholders, aligning the centers with the objectives of the program and university, creating the center’s infrastructure to meet the administrative responsibilities, and networking with existing and potential clients.
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Turner, Renee. "Play-Based Bereavement Centers for Children and Families." In Advances in Psychology, Mental Health, and Behavioral Studies, 247–75. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8226-7.ch010.

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This chapter outlines the structure and therapeutic foundation for a play-based bereavement center geared toward children and families experiencing grief. Organizational structure and duties are discussed along with information regarding developing a playful facility including art/expressive writing, music, drama, symbolic play, and emotional regulation and release therapeutic opportunities. The author focuses on the supervision and training of community volunteers and counselors-in-training to increase positive outcomes and drive sustainability.
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Turner, Renee. "Play-Based Bereavement Centers for Children and Families." In Research Anthology on Rehabilitation Practices and Therapy, 1470–91. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch074.

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This chapter outlines the structure and therapeutic foundation for a play-based bereavement center geared toward children and families experiencing grief. Organizational structure and duties are discussed along with information regarding developing a playful facility including art/expressive writing, music, drama, symbolic play, and emotional regulation and release therapeutic opportunities. The author focuses on the supervision and training of community volunteers and counselors-in-training to increase positive outcomes and drive sustainability.
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Gamtso, Carolyn White, Rachel Blair Vogt, Annie Donahue, Kimberly Donovan, and Jennifer Jefferson. "Librarian and Peer Research Mentor Partnerships that Promote Student Success." In Advances in Library and Information Science, 255–79. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0326-2.ch012.

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This chapter describes the evolution of the University of New Hampshire (UNH) Manchester Research Mentor Program, a cross-campus collaboration that trains writing tutors to assist students with information literacy skills. The first half of the chapter documents the first iteration of the Research Mentor Program, describing the recruitment, training, tutoring activities, and evaluation of the writing tutors/research mentors; the integration of the research mentors in First-Year Writing classroom library instruction sessions and writing tutorials; and the results of a three-semester evaluation study of the program's effectiveness at teaching composition students the information skills they will need to develop as writers, researchers, and critical thinkers. The second half of the chapter describes the Research Mentor Program's transformation as librarians, learning center staff, and classroom instructors adapted the program's goals by integrating the vision of the Association of College and Research Libraries' Framework for Information Literacy for Higher Education into their pedagogy.
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Conference papers on the topic "Writing Center Training"

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Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.

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The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills necessary to be successful in future employment to real-world problems that address life support and sustainable living issues; (2) to strengthen the 2+2+2 pathways between community colleges and four-year institutions; (3) provide professional development opportunities for community college faculty; (4) implement strategies to recruit and retain a diverse population of students interested in STEM disciplines; and (5) develop multi-media curriculum modules using contextual or problem-based-case-based learning (PBCL). The project has instituted interdisciplinary teams of community college and university students who are initiated into the program with intensive instruction and project planning and management, leadership, teamwork, and behavioral diversity using DISC behavioral analysis profiles during an intense three-week period during the winter intersession. In addition to the initial training, student participants must commit to working approximately 250 hours during their school year for which they are working on their respective team-based projects. As part of their hours, they must meet as a full team a minimum of twice each month. Participating students are currently mentored by two and four-year faculty and industry representatives. So far, the research has been conducted during the summer months and the academic year on life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, such as the CT’s Children’s Medical Center, and industry partners such as Hamilton Sundstrand and Kaman Aerospace. As a result of these research projects, the community college and four-year faculty are implementing real-world life support and sustainable living projects and collaboratively are writing multi-media Project-Based-Case Based Learning modules, which incorporate technology and science skill standards. The Problem-Based-Case-Based multi-media modules are being piloted at the CT College of Technology’s community colleges and universities.
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Xiaoping, Wu. "PROBLEMS, TASKS AND COUNTERMEASURES FOR TEACHING SECONDARY WRITING BASED ON CHINESE PROFICIENCY GRADING STANDARDS — FROM THE PERSPECTIVE OF MEMETI." In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-52-59.

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Writing is a personalized creative activity. From the perspective of memetics, the collection-conception-expression process in writing behavior is consistent with the as-similation-memory-expression-dissemination process of memes. Compared with the ele-mentary level, the language ability index points of the intermediate level have a large span. Due to the limitation of the Chinese level, the learners cannot realize the equivalence between personal cognitive information and Chinese expression. The lack of willingness of Chinese learners to write in Chinese is the main problem faced by the intermediate writ-ing teaching. Based on the description of medium writing ability in the Chinese proficien-cy level standard, writing teaching helps students build cognitive memes and language memes. In the middle stage, language memes are mainly applied stylistic training to im-prove the accuracy of word expression and the integrity of content Sex is the core mission. In teaching, countermeasures such as strengthening the cultivation of students' cognitive ability, strengthening the cognitive connection between Chinese and students' mother tongue, and improving the accuracy of students' Chinese expression can be adopted.
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Wright, Angela. "Collaborative learning: Businesses and HE co-create." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.02.

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This novel research pivoted around a collaborative cyclical learning experience between businesses in a City Centre scape and a local Higher Education Institution. This concept provided for a dual aspect to learning; third level MBA students in parallel with business operatives in a City. The students were tasked with addressing a business problem in cooperation with City Hall and to write a ‘service charter for this city’, while being assessed for progression for their MBA. This Collaborative experiential learning (Kolb, & Kolb, 2017) centred on a group of 22 MBA students while they interacted with 20 businesses in a European City to research, develop and write a service charter. Details of the development of the charter per se are not dealt with in this paper, just the experience of its development by the students and business alike. Finding novel ways to assess third level students is always a challenge for Higher Education Institutions. Imagine the opportunity of being placed at the fulcrum of learning and business development through a dual aspect collaborative learning challenge and experiential learning. An experimental approach was afforded to MBA level 9 students when they were tasked with writing a ‘Service Charter ‘for their City – while in parallel, being assessed through ‘problem solving’ for 5 ECTS credits with the third level partner. The dual aspect of learning and co-creation between businesses and college began when the students sought to solve a problem for City businesses and find a solution to their problem and reflect on it, and the second, when a recommendation came from the research that the businesses needed to undertake further training in order to implement the plan of the final City Service Charter.
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Bih, Fon Louisa. "The Use of Mobile Phones to Enhance Inclusive and Equitable Education for All. A Case of Disabled Youths in Bamenda, Cameroon." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5499.

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This paper investigates how physically disabled youths in the town of Bamenda, the capital city of the North West Region of Cameroon are able to fit in the Sustainable Development Goal 4 especially with technological advancement. The Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The emergence of technology has been an asset to learning in the 21st Century. This research seeks to understand how the physically disabled youths benefit in this wave of technology as concerns their education enhancement. We set off with the following questions. How can phones be used by disabled youths such as the blind and deaf? How can phones help the education of physical disabled youths? Proposed answers to the above stated questions were; Mobile phones are wired with apps and settings which help people living with disability. Through mobile phones, physically disabled youths can access learning materials on the internet and through voice notes. The main theoretical resource for this study is Technological Mediation Theory by Verbeek. Purposeful samplings of 30 physically disabled youths in the city of Bamenda were our focus. Interviews and observation were the means through which data was obtained. Results have it that, among the disabled, the deaf are very active of phones and social media with video aids and the possibility of writing. While the blind have audio setting on their phones, which help them get most information they want. Their trainers as well learn quite well on how to accommodate them and carry them along their respective training.
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Reports on the topic "Writing Center Training"

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Moro, Leben, and Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.045.

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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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