MA student
Writing, Rhetoric, & Discourse
DePaul University
Writing Center Research:
Tutor Questions in Text-Based Online Appointments
For my final research project in WRD 582: Writing Center Theory & Pedagogy, I decided to investigate the commonly-held belief that asynchronous online tutoring is inferior to synchronous online and/or face-to-face tutoring. In order to narrow the project to a reasonable scope, I decided to focus on the number and type of questions asked by tutors, so I could explore whether asynchronous tutoring is really less dialogic or Socratic than synchronous tutoring.
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While I only analyzed a small number of online appointments, and I did not compare them to face-to-face appointments, I found that the number and type of questions asked in synchronous and asynchronous text-based appointments were basically comparable. You can review my research, as a slideshow or as a paper, below.
In reflection...
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This project was my first attempt at primary research, with little guidance regarding methods or analysis. I'm still not sure how sound my research design or my findings were, but the process of developing a research question and working to find answers in primary sources and in conversation with other scholars was exhilarating. The satisfaction of responding to my own curiosity and creating new knowledge contributed to my desire to continue in academia, while the subject of my research reinforced my interest in writing centers.
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Though I don't know whether writing centers will be a part of my future, they are and have been very important to me, and this project helped me understand how writing centers can be strengthened through self-assessment, implementation of evidence-based practices, and ongoing, localized training. I would be proud to continue that work in my future career.