(Last updated 6/11/15)
The following are helpful books and articles published about asynchronous online consulting and written response. If you have additional resources to add to this list, please contact us.
Books and articles are listed in order of publication, starting with the most current.
Hewett, B. L. (2015). The online writing conference: A guide for teachers and tutors. Boston, MA: Bedford/St. Martin’s.
Sommers, N. (2013). Responding to student writers. Boston, MA: Bedford/St. Martin’s.
Inman, J. A., & Gardner, C. (Eds.). (2002). The OWL construction and maintenance guide. CD-ROM. IWCA Press.
Inman, J. A., & Sewell, D. N. (Eds.). (2000). Taking flight with OWLs: Examining electronic writing center work. Mahwah, NJ: Lawrence Erlhaum Associates.
Coogan, D. (1999). Electronic writing centers: Computing the field of composition. Stamford, CT: Ablex.
Hobson, E. H. (Ed.). (1998). Wiring the writing center. Logan, UT: Utah State University Press.
Computers and Composition
Journal of Response to Writing
Kairos: A Journal of Rhetoric, Technology, and Pedagogy
Praxis: A Writing Center Journal
The Writing Center Journal
The Writing Lab Newsletter
Dortin, R., & Ries, S. (2015, Spring). From behind the screen: Best practices for online tutoring. East Central Writing Centers Association Newsletter, 6-8.
Martinez, D., & Olsen, L. (2015). Online writing labs. In B. L. Hewett & K. E. DePew (Eds.), Foundational practices of online writing instruction (pp. 183-210). Fort Collins, CO: The WAC Clearinghouse.
Dembsey, J. M. (2014). Avoiding automated, “drive-through” writing feedback: A comparison of Grammarly and writing center consultants. Masters thesis. Central Michigan University.
Denton, K. M. (2014). Beyond the lore: A research-based case for asynchronous online writing tutoring. Dissertation. The University of New Mexico.
Shapiro, M. (2014). How to talk with a student who isn’t there. Another Word: From the Writing Center at the University of Wisconsin-Madison. Retrieved from http://writing.wisc.edu/blog/?p=4682
CCCC Committee on Best Practices for Online Writing Instruction. (2013). A position statement of principles and example effective practices for Online Writing Instruction (OWI). CCCC. Retrieved from http://www.ncte.org/cccc/resources/positions/owiprinciples
Kavadlo, J. (2013). The message is the medium: Electronically helping writing tutors help electronically. Praxis: A Writing Center Journal, 10(2). Retrieved from http://www.praxisuwc.com/kavadlo-102
McCormick, J. (2013). Making a connection: Studying the uses of needs analysis in asynchronous writing tutoring. Masters thesis. Durham University. Retrieved from http://jcmccormick.com/wp-content/uploads/2014/01/making-a-connection.pdf
Peguesse, C. L. (2013). Assessing the effectiveness of tutor comments in email sessions. Journal of College Reading and Learning, 44(1), 95-104.
Rosalia, C. (2013). So you want to start a peer online writing center? SiSAL Journal, 4(1), 17-42.
Rosser Raign, K. (2013). Creating verbal immediacy: The use of immediacy and avoidance techniques in online tutorials. Praxis: A Writing Center Journal, 10(2). Retrieved from http://www.praxisuwc.com/raign-102
Scrocco, D. A. (2012). How do you think you did? Involving tutors in self-assessment and peer-assessment during OWL training. The Writing Lab Newsletter, 36(7-8), 9-13.
CCCC OWI Committee for Effective Practices in Online Writing Instruction. (2011). Fully online distance-based courses survey results. Retrieved from https://s.zoomerang.com/sr.aspx?sm=EAupi15gkwWur6G7egRSXUw8kpNMu1f5gjUp01aogtY%3d
CCCC OWI Committee for Effective Practices in Online Writing Instruction. (2011). Hybrid/blended course survey results. Retrieved from http://s.zoomerang.com/sr.aspx?sm=%2fPsFeeRDwfznaIyyz4sV0qxkkh5Ry7O1NdnGHCxIBD4%3d
CCCC OWI Committee for Effective Practices in Online Writing Instruction. (2011). Initial report of the CCCC Committee for best practice in online writing instruction (OWI): The-state-of-the-art of OWI. Retrieved from http://www.ncte.org/library/NCTEFiles/Groups/CCCC/Committees/OWI_State-of-Art_Report_April_2011.pdf
Severino, C., Swenson, J., & Zhu, J. (2009). A comparison of online feedback requests by non-native English-speaking and native English-speaking writers. The Writing Center Journal, 29(1), 106-129.
Cooper, G., Bui, K., & Riker, L. (2008). Protocols and process in online tutoring. In C. Murphy & S. Sherwood (Eds.), The St. Martin’s Sourcebook for Writing Tutors (3rd ed.) (pp. 309-319). Boston, MA: Bedford/St. Martin’s.
Eastmond Bell, L. (2006). Preserving the rhetorical nature of tutoring when going online. In C. Murphy & B. L. Stay (Eds.), The writing center director’s resource book (pp. 351-358). Mahwah, NJ: Lawrence Erlhaum Associates.
Remington, T. (2006). Reading, writing, and the role of the online tutor. The Writing Lab Newsletter, 30(5), 1-5.
Sommers, N. (2006). Across the drafts. College Composition and Communication, 58(2), 248-257.
Turrentine, P., & MacDonald, L. (2006). Tutoring online: Increasing effectiveness with best practices. NADE Digest, 2(2), 1-10.
Kastman Breuch, L. (2005). The idea(s) of an online writing center: In search of a conceptual model. The Writing Center Journal, 25(2), 21-38.
Pitts, S. E. (2005). ‘Testing, testing…’: How do students use written feedback? Active Learning in Higher Education, 6(3), 218-229.
Rilling, S. (2005). The development of an ESL OWL, or learning how to tutor writing online. Computers and Composition, 22, 357-374.
Robertson, K. S. (2005). Technology and the role of peer tutors: How writing center tutors perceive the experience of online tutoring. Dissertation. University of Massachusetts Amherst.
Hewett, B. L. (2004). Asynchronous online instructional commentary: A study of student revision. Readerly/writerly texts: Essays on literature, literary/textual criticism, and pedagogy, 11/12(1 & 2), 47-67.
Carlson, D. A., & Apperson-Williams, E. (2003). The anxieties of distance: Online tutors reflect. In C. Murphy & S. Sherwood (Eds.), The St. Martin’s Sourcebook for Writing Tutors (2nd ed.) (pp. 232-242). Boston, MA: Bedford/St. Martin’s.
Corbett, S. J., & Dillon, G. L. (2003). The rhetoric of online conferencing. Academic Exchange, 7(4), 273-276.
Ahrenhoerster, G., & Brammer, J. (2002). What’s the point of your OWL? Online tutoring at the University of Wisconsin colleges. The Writing Lab Newsletter, 26(6), 1-6.
Anderson, D. (2002). Interfacing email tutoring: Shaping an emergent literate practice. Computers and Composition, 19, 71-87.
Hewett, B. L. (2002). Theoretical underpinnings of Online Writing Labs (OWLs). The OWL Construction & Maintenance Guide. Retrieved from http://defendandpublish.com/OWL_Theory.pdf
Kastman Breuch, L. M. (2002). Tutor time commitment in online writing centers. The Writing Lab Newsletter, 26(9), 10-13.
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185-212.
Bardine, B. A., Schmitz Bardine, M., & Deegan, E. F. (2000). Beyond the red pen: Clarifying our role in the response process. The English Journal, 90(1), 94-101.
Jackson, J. A. (2000). Interfacing the faceless: Maximizing the advantages of online tutoring. The Writing Lab Newsletter, 25(2), 1-7.
Kastman Breuch, L. M., & Racine, S. J. (2000). Developing sound tutor training for online writing centers: Creating productive peer reviewers. Computers and Composition, 17, 245-263.
Anglada, L. B. (1999). On-line writing center responses and advanced EFL students’ writing: An analysis of comments, students’ attitudes, and textual revisions. Dissertation. Texas Tech University.
Crosland, A. (1998). Electronic mail and the writing center. The Writing Lab Newsletter, 22(8), 5-6.
Leahy, R. (1998). The rhetoric of written response to student drafts. The Writing Lab Newsletter, 22(8), 1-4.
Anderson-Inman, L. (1997). OWLs: Online Writing Labs. Journal of Adolescent & Adult Literacy, 40(8), 650-654.
Kimball, S. (1997). Cybertext/cyberspeech: Writing centers and online magic. The Writing Center Journal, 18(1), 30-49.
Coogan, D. (1995). E-mail tutoring, a new way to do new work. Computers and Composition, 12, 171-181.
Harris, M., & Pemberton, M. (1995). Online writing labs (OWLs): A taxonomy of options and issues. Computers and Composition, 12, 145-159.
Healy, D. (1995). From place to space: Perceptual and administrative issues in the online writing center. Computers and Composition, 12, 183-193.
Jordan-Henley, J., & Maid, B. M. (1995). Tutoring in cyberspace: Student impact and college/university collaboration. Computers and Composition, 12, 211-218.
Coogan, D. (1994). Towards a rhetoric of on-line tutoring. The Writing Lab Newsletter, 19(1), 3-5.
Crump, E. (1994). Some thoughts on Michael Spooner’s thoughts. The Writing Lab Newsletter, 18(6), 6-8.
Spooner, M. (1994). Some thoughts about online writing labs. The Writing Lab Newsletter, 18(6), 6-8.
Kinkead, J. (1988). The electronic writing tutor. The Writing Lab Newsletter, 13(4), 4-5.
Kinkead, J. (1987). Computer conversations: E-mail and writing instruction. College Composition and Communication, 38(3), 337-341.
Brannon, L., & Knoblauch, C. H. (1982). On students’ rights to their own texts: A model of teacher response. College Composition and Communication, 33(2), 157-166.
Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.