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Developing sound tutor training for online writing centers: creating productive peer reviewers
ARTICLE

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Computers and Composition Volume 17, Number 3, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

It is our experience that tutors trained for face-to-face writing centers are not adequately prepared for the challenges they encounter working with online writing centers. The purpose of our article is to provide an overview—especially for administrators, developers, and tutors new to electronic tutoring environments—of the issues and considerations unique to online tutoring that training programs need to address. In our discussion, we hope to engender enthusiasm for online tutoring by discussing three aspects of online tutoring: appreciating text-only environments, developing procedures for responding online, and creating appropriate roles for online tutors. We offer suggestions about how to address these three aspects in online tutor training, and we suggest that addressing these issues leads to an understanding of the online tutor as a productive peer reviewer.

Citation

Kastman Breuch, L.A.M. & Racine, S.J. (2000). Developing sound tutor training for online writing centers: creating productive peer reviewers. Computers and Composition, 17(3), 245-263. Elsevier Ltd. Retrieved September 17, 2019 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S8755-4615(00)00034-7

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