Does your Campus Need an OWL: Online Writing Lab?

1. Does your Campus Need anOWL: Online Writing Lab? Ann V. Fetterman Penn State York September 2010 axf25@psu.edu

3. OWL Submission Form

4. Student Usage

5. Courses Served

6. Student Survey response: How helpful is the OWL feedback you receive?

7. Student Survey Response: How much of the OWL’s feedback do you actually use when rewriting your paper?

8. Student Survey Response: Can you find examples of your errors yourself once the OWL has identified an error for you?

9. Advantages to Students • 24- hour access, 48-hour turn-around time • Can reach a population who would NEVER come to the Learning Center due to schedule concerns or fear • They get feedback BEFORE handing it in for a grade • Extremely helpful for English Language Learners and those with learning disabilities • Students get to choose the OWL’s focus

10. Advantages to Faculty • Can reinforce what is happening in the classroom since all OWLers are English faculty on campus • Helpful for non-composition faculty who don’t spend class time on writing instruction • Copies of OWLs and responses go back to class faculty • OWL can encourage students to return to instructor and face-to-face tutoring appointments

11. Disadvantages • Lack of face-to-face contact • No feedback from students, so it’s possible they may misunderstand our comments • Late submissions – stay firm on 48-hour policy • Unclear assignment descriptions

12. Tips for Managing the OWL • Create a separate OWL folder • Open each OWL as soon as it hits OWL folder • Encourage OWL team to trade or “bump” papers • Read through entire paper before making comments • Always open with a positive comment • Keep top sheet “light” - use bullets not dense prose • Focus on global concerns before mechanical ones • Make sure OWL team uses consistent vocabulary

13. Tips for Managing the OWL • Do not address every problem or concern • In body of paper, identify first example and explain error; identify next incorrect usage but do not explain. • Cut and paste specific examples of errors in top page and explain • Tie grammar comments to common handbook • Develop a template of “stock” answers to common concerns but then personalize them for each student

14. Tips for Managing the OWL • Do not feel the need to read the entire paper • Use humor carefully • Encourage F2F meeting if paper is difficult to deal with electronically • Refer students to Perdue’s grammar handouts – add hotlink to response • Close top letter with praise for one particular aspect of paper

15. Helpful Resources Carpenter, Trudy G. & William L. Brown & Randall C. Hickman. “Influences of Online Delivery on Developing Writing Outcomes.” Journal of Developmental Education. Fall 2004. Vol 28, Iss. 1; pg 14. Ehmann, Christa. “Preparing Educators for Online Writing Instruction: Principles and Practices.” Quarterly Review of Distance Education. 2006; 7.1. p. 113. Inman, James & Donna Sewell. Taking Flight with OWLs: Examining Electronic Writing Center Work. New Jersey: Lawrence Erlbaum Assoc. 2000. Lin, Show-Mei. “How Computer-Mediated Communication Affects ELL Students’ Writing Processes and Writing Performance.” Dissertation: University of Oklahoma. 2009. Ryan, Leigh & Lisa Zimmerelli. “Tutoring in a Digital Age.” The Bedford Guide for Writing Tutors, fifth ed. Boston: Bedford/St. Martin’s. 2010.

16. If anyone would like help setting up an OWL, feel free to contact me at: Ann V. Fetterman Penn State York 717-771-4162 axf25@psu.edu