Online Writing Center FAQ
What is the Online Tutor?
The UNC Writing Center has built a password protected workflow application in which students
fill out a web form and attach a draft. The draft enters a queue of pending
papers. Tutors then access the completed form and the draft via the queue and send comments to the student's bin on the web. An
email agent automatically notifies the student when the tutor has finished
creating comments. Finally, the tutor writes a summary of the interaction
that is emailed to the student's instructor. All documents are stored
in a searchable archive linked to the student's name. Tutors and writing center directors
have access to all archived material.
When was the Online Tutor developed?
We originally developed the Online Tutor application in 1998 with the support of internal
technology initiative grants. In its third iteration, the application
becomes more robust through modifications based on usability, focus groups,
and tutor input.
Why did you create the Online Tutor?
We developed the service to provide an alternative avenue for students
to get help with writing. With a successful face-to-face service in place,
we wanted to offer a service that might tempt new student populations to sample
our services—students too busy to schedule appointments during our onsite
hours, students seeking anonymity in getting academic help, and students
who might prefer the distance and reflection an online, asynchronous exchange
affords.
How could I get something like this for my school's writing center?
If you'd like to learn how you might implement and use an online writing
center on your campus, contact Writing Center director Kimberly Abels. We are interested
in sharing our application and collaborating within the UNC system.
How do students use the Online Tutor?
The student signs in with her university-issued username and password. She is greeted with a "weather symbol" that helps her determine whether she is likely to receive a timely response. She then answers some required questions in a web form that is designed to gather information about the student's writing history and concerns, writing context, assignment, and draft. The student then attaches her draft and submits the form. The student receives an automatically generated email acknowledging her submission; when a tutor has finished responding to her submission, she receives another email directing her to return to the site and view the tutor's comments. After reading the tutor's comments, the student is prompted to complete an online evaluation of the tutoring session.
How do writing tutors use the Online Tutor?
Writing center tutors receive extensive training in online pedagogy. Tutors check the queue of online submissions whenever they have a free hour; during busy times of the year, tutors are scheduled to respond to submissions during certain hours. The tutor signs in with her university-issued username and password and claims the submission at the top of the queue (we respond to submissions in the order in which they are received). The tutor reviews the student's web form and draft and reflects on the student's concerns. The tutor then types a letter to the student within a text box; she can also attach any Writing Center handouts she thinks might be helpful. The tutor saves her comments; this triggers an automatic email to the student that asks the student to return to the website and view the comments. The tutor is prompted to write a conference summary to the student's instructor in another text box; the application fills in the address the student has provided for her instructor. The tutor can review her evaluations at any time. Throughout the semester, tutors discuss online pedagogy and read each other's responses to student submissions.
How do writing center administrators use the Online Tutor?
At the beginning of the semester, one of the directors sets up accounts for the new tutors; the application searches for tutors' usernames in the university's online directory, so directors do not have to know tutors' usernames or passwords. The director makes sure that the front page of the Online Tutor indicates that the service is available and includes any appropriate announcements; directors have access to the html for the front page of the application, but not the rest of the code. During the semester, directors check the queue of online submissions daily, looking for submissions whose due dates have passed, attachments that won't open, and other potential problems; the application allows them to email students who need to fix their submissions (for example, by re-attaching their drafts). Directors also update the "weather symbol" to help students gauge whether they are likely to receive timely responses. The directors review tutors' responses to sutdents, create staff development activities to support online pedagogy, set up tutor peer review activities, and read students' online evaluations of tutors.
