The Self-Identified Strategies of Asynchronous Writing Tutors.
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| Title: | The Self-Identified Strategies of Asynchronous Writing Tutors. |
|---|---|
| Authors: | Camarillo, Eric C.1 ericcamarillogarza@gmail.com |
| Source: | Writing Center Journal. 2026, Vol. 44 Issue 1, p61-85. 25p. |
| Subject Terms: | *Tutors & tutoring, *Online education, *Education research, *Evaluation methodology |
| Abstract: | This study explores the self-identified strategies of asynchronous writing tutors, focusing on how they provide feedback in an online environment. The research addresses the underexplored area of asynchronous writing tutoring, which is often marginalized due to its perceived lack of interpersonal interaction. Through semi-structured interviews and screen recordings of seven writing tutors from three different institutions, the study identifies key strategies employed by tutors. These strategies include managing workloads, relying on intuition, building rapport with students, and seeking support from other tutors. The findings highlight the complexity and labor-intensive nature of asynchronous tutoring, emphasizing the need for thoughtful evaluation and intentional deployment of strategies. The study also suggests that asynchronous tutoring should be recognized as a legitimate form of academic support, distinct from face-to-face or synchronous tutoring, and calls for the development of best practices tailored to this modality. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing Center Journal is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 196289712 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Self-Identified Strategies of Asynchronous Writing Tutors. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Camarillo%2C+Eric+C%2E%22">Camarillo, Eric C.</searchLink><relatesTo>1</relatesTo><i> ericcamarillogarza@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+Center+Journal%22">Writing Center Journal</searchLink>. 2026, Vol. 44 Issue 1, p61-85. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explores the self-identified strategies of asynchronous writing tutors, focusing on how they provide feedback in an online environment. The research addresses the underexplored area of asynchronous writing tutoring, which is often marginalized due to its perceived lack of interpersonal interaction. Through semi-structured interviews and screen recordings of seven writing tutors from three different institutions, the study identifies key strategies employed by tutors. These strategies include managing workloads, relying on intuition, building rapport with students, and seeking support from other tutors. The findings highlight the complexity and labor-intensive nature of asynchronous tutoring, emphasizing the need for thoughtful evaluation and intentional deployment of strategies. The study also suggests that asynchronous tutoring should be recognized as a legitimate form of academic support, distinct from face-to-face or synchronous tutoring, and calls for the development of best practices tailored to this modality. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Writing Center Journal is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=196289712 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.7771/2832-9414.2064 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 61 Subjects: – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Online education Type: general – SubjectFull: Education research Type: general – SubjectFull: Evaluation methodology Type: general Titles: – TitleFull: The Self-Identified Strategies of Asynchronous Writing Tutors. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Camarillo, Eric C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08896143 Numbering: – Type: volume Value: 44 – Type: issue Value: 1 Titles: – TitleFull: Writing Center Journal Type: main |
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