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HIGH SCHOOL WRITING CENTERS

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by

Amber Jensen

on 23 November 2014

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Transcript of HIGH SCHOOL WRITING CENTERS

HIGH SCHOOL WRITING CENTERS
Models of Implementation
Benefits to Learning Community
Peer Writing Tutor Alumni Research Project
• Understanding writing and the writing process
• Learning collaborative learning
• Confidence in speaking and writing
• Critical and analytical reading
• The value of listening
• Joining a community of knowledgeable peers

Interview Responses (K-12 Tutor Research)
• Building identity and confidence as writers
• Preparing for academic & professional communication
• Fostering authentic interaction with peers
• Becoming adaptable to working in new situations
• Taking ownership over their learning
Why a Writing Center?
Resources & Support
SSWC Listserv:

Send an email to LISTSERV@LISTS.PSU.EDU with "subscribe SSWC-L your name" in the body of the message.
SSWC Portaportal:
guest.portaportal.com/wcenters
www.WCenters.com

IWCA:
writingcenters.org
CAPTA:
www.captawritingcenters.org
Regional IWCA Associations

National Writing Project:
www.nwp.org
Northern Virginia Writing Project:

nvwp.org/youngwriters/writing-centers-and-tutors/
Common Questions & Challenges
Tutor Training?
An Introduction
IWCA @ NCTE 2014
Join us in January for a CAPTA Director's Retreat!
January 10, 2015
Jaimie Crawford, University School (FL)
jcrawford@nova.edu

Amber Jensen, Edison High School (VA)
anjensen@fcps.edu

Andrew Jeter, Niles West High School (IL)
andrewjeter@gmail.com

Shareen Grogan, National University (CA)
sgrogan@nu.edu
After School Writing Center
Tutor Course Embedded Model
District-Wide Implementation
Literacy Center
Idea Lab
Jaimie Crawford: Independent Schools
Peer Mentoring Culture
Writing Center Model
Writing Fellows Model
Andrew Jeter: Niles West High School
Amber Jensen: Fairfax County Public Schools
Benefits to the Students
Low-stakes environment for feedback on writing
Authentic response to student writing
Engagement with empathetic peers
Concentrated resources (place and materials)
Differentiated instruction
Social interaction; community building
Authority over own writing; value own writing
Reinforcement of good, lifelong writing habits
Motivation for learning
Translation of assignment; navigation of teacher expectations
Benefits to the Teachers
Encourages reflection on writing pedagogy and assessments
Allows more time for students to conference on their writing
Supports formative assessment
Opens opportunities for professional dialogue between teachers and/or between teachers and student tutors
Re-energizes; sparks innovation
Allows observation of students as learners/writers
Assessment Strategies
Networking & Outreach
Through one-on-one peer conversations, writing centers
make use of more of the school day for student learning
, build a
culture of student and teacher leadership
, and
reinforce classroom instruction
.

Most importantly, they assure that
students stay in the center
of their learning, and both tutor and tutee are inherently guided by essential
21st Century Skills
of
critical thinking, creativity, collaboration, and communication
. The writing center provides students
enrichment
alongside targeted
remediation
for gap groups in literacy
across the curriculum
.
Tutors
Student Writers
Teachers
Writing Center Usage Data
(Google Docs)
Tutee Evaluations
(paper/online)
Pre/Post Writing Assessment Data
Student Behavior/Attitudes
Tutor Observations
Teacher Feedback
(surveys/interviews)
Tutor Reflections
(logs, quarterly write-ups, blogs)
Funding?
Writing Across the Curriculum?
Tutor Selection?
Administrator Buy-in?
Space?
Resources?
Data Collection?
Teacher Buy-in?
International/Regional/Local Writing Center Associations
Local/Regional Conferences
Partner Schools
Director Mentors
University Partners
Writing Project Partners
Community Partners
Full transcript