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Rationale for OWI Principle 14

OWI Principle 14: Online writing lab administrators and tutors should undergo selection, training, and ongoing professional development activities that match the environment in which they will work.

As it is with writing instructors, tutor (peer or professional) training and ongoing professional development are paramount. Such training and orientation must address the distinctive nature of online writing tutoring in asynchronous and synchronous venues.

The OWL coordinator should be well-versed in both traditional writing center and OWL pedagogy and theory. This individual should be experienced with the environments and modalities in which the tutoring occurs. To this end, the coordinator should select online tutors for their (1) writing tutoring potential and/or experience; (2) strengths in expressing writing instruction in writing; and (3) comfort level with online technologies, which can be developed further in training. For OWL tutors to model technology use for students, it is crucial that they be trained through and with the settings, modalities, media, and technologies in which they will tutor. Further, they should receive individualized mentoring as well as any group training. All tutors should be trained to interact with students using diverse media—print and electronic text, audio, and video—and they should be prepared to work with students with diverse abilities and learning styles, in line with OWI Principle 1.

The OWL’s commitment to screening, training, and professional development will yield higher quality tutorial sessions that ultimately benefit all students. For peer and professional tutors alike, such commitment ultimately will refine and hone their practice and understanding of OWL tutoring.

Example Effective Practices for OWI Principle 14

Back to Main Page: A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI)

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