“I Believe This is What You Were Trying to Get Across Here”: The Effectiveness of Asynchronous eTutoring Comments

dc.creatorBuck, Courtney
dc.creatorSpallino, Jamie
dc.creatorNolan, Emily
dc.date.accessioned2021-06-10T14:29:11Z
dc.date.available2021-06-10T14:29:11Z
dc.date.issued2021
dc.description.abstractThis article discusses our work examining asynchronous eTutoring comments and how we determined whether tutor comments on papers submitted to our writing center were effective. Drawing from the fields of writing center theory, education, and rhetoric and composition, we define effectiveness as a combination of revision and improvement factors (Faigley and Witte; Stay; Bowden). Data collected consisted of initial and subsequent drafts of student papers submitted for eTutoring sessions, including the comments a tutor made on each paper. We categorized the comments and corresponding revisions to answer the following questions: which types of comments result in the greatest number of revision changes? And, do those comments, according to our definition, align with the types of comments we find to be the most effective? We found that frequency and effectiveness were not the only factors in determining a comment’s importance. We emphasize the necessity of instruction and scaffolding in tutor comments to potentially increase their effectiveness and student understanding.en_US
dc.description.departmentUniversity Writing Centeren_US
dc.identifier.urihttps://hdl.handle.net/2152/86408
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/13359
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis Vol 18, No 2
dc.rights.restrictionOpenen_US
dc.subjectcommentsen_US
dc.subjecteTutoringen_US
dc.title“I Believe This is What You Were Trying to Get Across Here”: The Effectiveness of Asynchronous eTutoring Commentsen_US
dc.typeArticleen_US

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