How to write annotated bibliography pdf

Your professor might also want you to explain why the source is relevant to your assignment. Sample Page: Chicago-formatted annotated bibliography. Battle, Ken. Brian, Ken Battle draws on a close study of government documents, as well as his own research as an extensively-published policy analyst, to explain Canadian child benefit programs.

He outlines some fundamental assumptions supporting the belief that all society members should contribute to the upbringing of children. His comparison of child poverty rates in a number of countries is a useful wake-up to anyone assuming Canadian society is doing a good job of protecting children. Battle pays particular attention to the National Child Benefit NCB , arguing that it did not deserve to be criticized by politicians and journalists.

However, he relies too heavily on his own work; he is the sole or primary author of almost half the sources in his bibliography. He could make this work stronger by drawing from others' perspectives and analyses. What do I do?

That happens. When it does, use [sic]. Most of the time you can. This is called paraphrasing: when you take the ideas that you learned from a source but put them in your own words.

It is perfectly appropriate to write in your paper:. The Lusitania was hit by a German submarine at pm, and the news of the sinking was published around the world. This is great, but that information still needs to be credited. How do you do that? Well, it depends on the type of project you are creating. Visit Citing Sources to learn how. Note to teachers: This guide is designed to condense the key elements of the Chicago Manual of Style to a format that can be understood by middle and high school students.

The goal is to make this process as clear as possible. The sample citations are web-based so that they can be updated more frequently than any print resource could. The NoodleTools online platform helps students to generate accurate bibliographies in accordance with NHD rules, evaluate sources, create and organize notecards, and archive copies of sources. Teacher mentors can view student work in progress and provide real-time feedback.

Annotated Bibliography. What Is It? Some key elements to consider when creating an annotated bibliography: What is an Annotated Bibliography? Overview Formatting 1. Other suggested formatting instructions: Single-space each entry and skip one line between entries.

Include full citations not just URLs so that the judges know what you found on a particular website. Citing Sources. Writing Annotations. Quoting and Paraphrasing. Example Bibliography and Footnotes. To cite a book, I need five key elements: The name s of the author s The complete title of the book The city where it was published The name of the company or university that published the book The most recent copyright date of the book.

If I am doing this on my own, I would list it like this: Morris, Edmund. These are not explanatory footnotes, which are not allowed in NHD projects see rule book.

It is a footnote that offers more information on a source used. These bibliographic footnotes do not count to your word limit. But what if I put it in my own words…do I have to cite it then? A block quote should look like this: The Constitution of the United States defined the weakness of the Articles of Confederation in the one-sentence preamble, We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

Do I have to cite every sentence of my paper? Just cite once, at the end of the paragraph. Citing Sources in Exhibits and Websites When you use other people's material in exhibits or websites, you DO need to credit your sources, and brief source credits do NOT count toward your word count. What is an Annotated Bibliography? Annotations Two Components of a Good Annotation 1. The connect each of these principles with a training scenario and potential research avenues and practical strategies.

Arguing that a relative dearth of scholarly articles written to assist with training and professional development may stem from a lack of a shared vocabulary for such needs, they introduce three articles that address training, development, and organizational communication: Kirk St.

Hocks, Mary E. Hocks applies principles of visual rhetoric to two professional academic hypertexts and student work written and designed for the Internet. Finally, Jafari, McGee, and Carmean analyze the outcomes of their study from the perspectives of a pedagogist, a learning researcher, and a systems designer. Jones, Marshall, and Stephen Harmon. Jones and Harmon provide a quick tutorial on assessment and technology, explaining how the technology can and should be used to make assessment as effective and painless as possible.

Assessment can be especially difficult for faculty who are not as technologically savvy as the students, so the authors connect and translate standard face- to-face assessment practices with options and opportunities in the online classroom. Knowlton, Dave. Knowlton examines the differences between teacher-centered and student-centered classrooms, argues in favor of the student-centered approach for the online classroom, and explains how a student-centered online classroom can work.

Kynard, Carmen. Kynard examines the digital communication of students of African descent in a predominantly black college in order to understand how the students construct their identities. Kynard concludes with a discussion of his own vocabulary in the classroom and an analysis that places the students in reference to the work of John Oliver Killens. Miller, Susan. Theorizing Distance Teaching. Miller reviews research on teaching writing via distance-learning published in Computers and Composition between and She is identifying trends in the research, and her analysis of the twelve relevant articles from this period leads to her to identify two main categories: 1 articles that theorize distance education in the context of writing instruction and 2 articles that describe distance education in practice.

She concludes by offering suggestions for further research that would build upon the foundation of the previous articles. Miller-Cochran, Susan K. Miller-Cochran and Rodrigo present the results of the usability testing they conducted to assess the design of their online first-year composition courses.

They offer two generalizable results: 1 their tests offer a model for conducting usability testing of online writing classes to anticipate and alleviate design problems, and 2 their analysis provides an understanding of approaches for course design in online writing courses.

The former offers an indication of how to design the tests, gather the data, interpret the results, and implement their findings.

The latter are guidelines developed after examining a number of writing classes and applying design principles from usability engineering. This article can be a valuable resource for first-time teachers of OWI. Olson-Horswill, Laurie.

Palmquist, Michael E. Palmquist recounts an early empirical study of two asynchronous, CMC-based composition classes to better understand the nature of the talk occurring in the on-line environment.

Peterson, Patricia Webb. Peterson addresses the fears of students and teachers regarding changes that occur in distance-based classrooms, focusing on teacher roles, education goals, and student learning. She claims that the increase in distance education, which occurs through the written word, will make writing teachers' expertise more valuable.

She notes the potential clarity problems in written messages, because, in an online course, the student's only option is to seek further understanding using the written medium. Peterson urges educators to think critically about potential problems with distance learning, but also to look for and consider the potential benefits of the medium. Ragan, Tillman J. Ragan and White stress a need for new writing skills to meet the learner in the online environment, and they offer some specific, practical examples that are developed primarily for e-mail communication.

Selber, Stuart. Selber argues that students need functional computer literacies in addition to the critical literacies that have received the most focus in the past decade. Multiliteracies for a Digital Age. Carbondale: Southern Illinois UP, Selber offers a three-fold framework as an approach to helping postsecondary students develop functional, critical, and rhetorical literacy.

This oft-cited monograph remains current for OWI scholars despite its age because technology is becoming even more inextricably intertwined with literacy than it was in Martin's, The text, available free to educators through the publisher, is a potentially valuable collection that will assist with program development and teacher training regarding OWI.

Stine, Linda. Sugimoto points out an apparent paradox: Japanese schools, especially at the level of higher-education, typically own sufficient numbers of computers and technological resources; however, Japanese writing instruction rarely incorporates computers.

He concludes that writing instruction has not been traditionally taught in the higher education system and was taken for granted, although this is now changing. Additionally, he points out that writing is, for many Japanese people, a collaborative effort and a social activity, whereas writing in academic settings is largely individualistic.

Takayoshi, Pamela, and Brian Huot, eds. Teaching Writing with Computers: An Introduction. NY: Houghton Mifflin, Takayoshi and Huot provide a text with currency for new instructors in OWI settings.

Selected authors discuss 1 writing technologies for composition pedagogies; 2 learning to teach with technology; 3 teaching beyond physical boundaries or, distance learning ; 4 teaching and learning new media; and 5 assigning and assessing student writing.

He argues that this shift will help avoid naturalized assumptions about how any single culture might react to a certain technology and allow the intercultural researcher and instructor to situate any specific group within global cultural patterns.

Tornow, Joan. Tornow provides a narrative description of online writing instruction to demonstrate the possibilities for building communities in online classrooms. She studies the way students talk to each other in online classrooms and discovers that the process of composing online is leading to a new notion of literacy. Rich with textual exchanges between students who never met face-to-face, Tornow presents online writing instructors with an informative and potentially positive vision of the future.

Tuzi, Frank. Tuzi explores the benefit of combining both electronic feedback e-feedback and oral- feedback in the American freshman composition classroom. Focusing on second language L2 writers, he examines the e-feedback of twenty L2 writers and concludes that e-feedback proves more beneficial than oral feedback in stimulating global revision. However, Tuzi argues that students enjoy oral feedback more and generally prefer that method.

He concludes with implications for L2 writing instruction. The uniqueness of this webtext resides in its multidimensional approach to responding to the question asked by the title, and in that it argues with the primary intention of assisting educators in responding to this question in their own institutional settings. Overall, this webtext provides tools for practitioners and administrators who face the question of why they would or should teach digital writing. Yancey, Kathleen Blake. Yancey outlines the uses, advantages, and disadvantages of e-mail, listserves, and other forums for digital discussions in writing pedagogy.

Ball analyzes the way publications are evolving due to the influence of, and she provides a new taxonomy of scholarly publications: online scholarship, scholarship about new media, and new media scholarship. This article is an interesting examination of some of the texts and technologies teachers may employ in OWI. Baron, Dennis. Century Technologies. Gail E. Hawisher and Cynthia L. Baron discusses the development and spread of writing technologies from the invention of writing itself down to the present, with a focus on the pencil, the computer, and Henry David Thoreau, who contributed to the technology of pencils but scoffed at the invention of the telegraph.

Baron argues that information technologies are invented for a limited purpose and are the property of a small group of initiates. As access increases across society, new functions are devised, costs decrease, and facility of use increases. Traditionally, such technologies proliferate by mimicking previous inventions, but often they are resisted by traditionalists. Once accepted, new technologies come into their own, as humans experiment with new—and previously undreamed of—modes of communication.

Only at this stage, Baron contends, are previous technologies drawn under the sway of newer technologies. Braine, George. Braine explores whether Cantonese-speaking EFL undergraduate students showed more improvement in writing quality through the use of local-area networks LANs or traditional classrooms. He briefly reviews the literature to demonstrate the popularity of LANs in the writing classroom and to suggest that the impact of LANs on writing quality, up to the point of his research, has been uncertain.

Braine determines, however, that the writers examined in the LAN classrooms did not improve as much as the writers using the traditional classrooms, although first drafts composed through LANs were of a higher quality. Ann Matsuhashi. London: Longman, Bridwell-Bowles, Johnson, and Brehe examine experienced writers who had no prior computer writing experience.

They find that those who went through some sort of pre- writing planning were most satisfied with writing on computers. Those who began their process with drafting were least satisfied. They also find that, while revising surface features is easier on computer, large scale re-visioning and revising is difficult with the available technology of the time. Carr, Cox, and Deacon examine using wikis as a learning tool in a South African political science classroom. The authors maintain a particular interest in how students unfamiliar with wiki technology and comfortable in a lecture environment negotiated the collective aspects of meaning-making and knowledge distribution associated with wikis.

Chandler, Sally W. Cody, Jim. Cody reports on his use of online discussions in a face-to-face research writing class. Carolyn Handa. Portsmouth, NH: Boynton Cook, Responding to negative student comments on collaboration and peer critiquing, Cyganowski examines the processes when done on computer. While the literature suggests that revisions completed on the computer will tend to be at the lower level of mechanics and grammar, she found that combining word processing and collaboration redirected the writers' attentions to larger composing issues.

Students who used word processors in collaborative groups were more likely to use computers outside of class and stated that the computer improved their writing. Davis, Dan. Davis, Evan, and Hardy Sarah.

Davis and Hardy argue that with course management software, the classroom has changed both literally—in terms of an electronic blackboard replacing a chalk-based one- -and metaphorically—in terms of virtual space. Although e-mail, synchronous communication, listserves, and file exchanges have been studied separately, they have not been studied for the effect of placing them all within one CMS. Davis, Thomas, and Mark Trebian.

Because of the remoteness of many Native American communities, which raises issues of access and equity, Davis and Trebian assert that technology can and should be part of the solution to the social, economic, and educational problems that such peoples face. Ford, Dwedor Morais. Ford questions how many computers are available in academic institutions in Africa, and he examines three African countries—Ghana, Kenya, and Egypt—to see how often and in what capacity computers are used in educational settings.

Ford concludes by offering some reasons for the lack of computer technology in academic settings in these countries. Ford, Michele. Ford provides some concrete suggestions for explaining to students the standards that will be used for classroom assessment.

Noting the difficulties of ensuring understanding with online students, Ford suggests a number of methods, including e-mail and web postings, for communicating assessment expectations. This article is an important reminder that redundancy is necessary in communicating with students in online classes.

Gos, Michael W. Gos studies the relationship between computer anxiety and experience with computers. He argues that computer anxiety is created by negative experience on computers, most commonly through programming, and that students with no prior experience also are anxiety-free.

Gos argues that the pressure in business and industry to achieve a paperless office will ultimately result in new forms for documents. Using hypertext as an example, he shows how the changing media will result in changing report formats. He recommends that students be taught to create documents solely through an analysis of purpose, reader and media, rather than learning traditional report formats.

Gould, John D. Spurred by reports of fatigue among users of computer monitors, Gould and Grischkowsky examine differences between writing tasks accomplished on computer and with hard copy. Gruber, Sibylle. Gruber acknowledges discussions regarding the mislabeling and misunderstanding of the work of technorhetoricians by traditional faculty, particularly during promotion and tenure deliberations. She argues that technorhetoricians are not simply outsiders in the academy.

Instead, they often occupy a central role in meeting administrative technology goals. Reading Problems in Writing with the Machine. A series of three experiments found computer users experienced eroded spatial sense where in the document things are located , but that more sophisticated systems, and especially large screens on monitors can eliminate this problem.

The authors advise that purchasing departments consider the impact of display monitor choice. Given the continuing issue students and teachers have with reading on screen, this article remains relevant for OWI.

Hailey, David E. Hailey, Grant-Davie, and Hult provide several examples of volatility in the online classroom that they ascribe to the technological nature of the classroom itself. They suggest that frustration in the online classroom tends to escalate quickly, generating flame wars among students and, in rare cases, spilling outside the classroom as students take their grievances to administrators at the program, university, and even state level. More generally, the authors warn that teachers must translate and rethink face-to-face teaching practices for online environments or risk serious unrest online.

Hansen, Wilfred J. Hansen, Doring, and Whitlock study the time required for students to take examinations on paper versus online. The excess time came from two sources: time spent navigating through different screens and time spent confused when the user did not know how to proceed. The study looked at only seven subjects, but it has potential value in understanding high-stakes situations in OWI settings. Hart-Davidson, Bill, and Steven D. Hawisher and Selfe apply rhetorical theory to the use of technology in the writing classroom in this article.

They argue that a careful theoretical examination of pedagogical technologies will lead to a more productive use for students and teachers. The ease of establishing authority in computer environments is something the authors warn us about generally, and this warning is still relevant in OWI today.

Selfe, eds. Passions, Pedagogies, and 21st Century Technologies. Hawisher and Selfe bring together a number of scholars who consider various aspects of the ways technology influences communication, literacy, and pedagogy. Hill, Charles A. Wallace, and Christina Haas. Hill, Wallace, and Haas report an empirical study into the differences between student and experienced writers using both pen and paper and word processing.

They attempt to determine how the computer affects writers' processes, not just their products. They note that previous studies lose a sense of the revision process regarding how we can see and understand revision considerations and decisions occurring in writer's minds but that do not show up on paper.

They determine that task definition plays a greater role in the writers' choices than do differences in the revising medium. Hirvela, Alan. Hirvela seeks to uncover how, and to what extent, second language L2 students use computers across the disciplines. She conducts a qualitative study of two undergraduate students using activity logs, personal interviews, and a final questionnaire as the primary means of obtaining information about computer use. The conclusion reveals that the students used computers in multiple ways in different settings, even though teacher instruction on how to engage the computer to complete various class assignments was virtually non-existent.

Inglis, Alistair. Fred Lockwood and Anne Gooley. Routledge, Inglis discusses the problem of a lack of traditional educational support services libraries, tutors, counselors, etc. He explains the need for these support services, then provides a framework for educators to make their own decisions about such services.

The first section of the book broadly focuses on the architecture and instructional design of various programs. The second section of the book primarily explores the learner experience and socialization within online learning environments. Gignac, Francine. Building Successful Virtual Teams. Boston: Artech House, The facilitation of collaborative work and group interaction in a virtual environment is a focus throughout the book.

Gignac addresses affective dimensions and issues of motivation for individuals and groups as a whole. Mechanisms for program assessment and performance measurement are also recommended. Gillani, Bijan. Given this conceptual foundation, Gillani explores strategies for content presentation and design that promote interactive learning. The first section addresses specific learning theories that draw on behavioral cognitive, social, and psychological fields.

He then addresses key ideas for visual design, such as text, color, animation, and page layout. The last section offers practical advice about the actual design and implementation process for e-learning programs. Hiltz, Starr Roxanne, and Ricki Goldman, eds. The second part of the book presents findings from completed research that addresses faculty roles and satisfaction, collaborative learning online, and student experiences in the online classroom. Within this investigative context, Hiltz and Goldman highlight key areas and components of online learning that warrant further exploration.

Horton, William. Horton addresses design and implementation components of web-based training WBT in this practitioner-oriented book. He defines the parameters of WBT, offers a framework for choosing and evaluating a particular training approach, and provides guidance on organizing learning sequences for training.

Within this structure, Horton then presents practical advice on the promotion and maintenance of motivation, active learning and collaboration amongst participants. Issues associated with overcoming technical challenges, administering WBT on global, international levels, and accommodating new developments technological and pedagogical in WBT are addressed.

Throughout his work, Horton highlights ways the Internet can be leveraged to attend to unique learner needs across a variety of fields and subjects. Horton's second theme is an explanation of how to properly index texts manually; he covers standard questions, argues for user testing, and explains a need to broaden terminology. Horton concedes that the need for manual indexing may decrease as auto indexers improve, but he maintains that the philosophy of indexing is still important for those writing syllabi and other course documents for online consumption.

Horton, William, and Katherine Horton. E-Learning Tools and Technologies. Indianapolis, Indiana: Wiley, It is written for consumers such as educators, trainers, and instructional designers who make purchasing decisions for their e-learning tools. Within a principled decision-making framework, Horton and Horton provide recommendations for choosing and combining various e-learning tools and product solutions. Categorized into seven primary sections, Horton and Horton provide a basic overview of tools, technologies, hardware and networks.

They also offer suggestions about aligning technology decisions with overarching programmatic and end-user needs. A final section addresses trends and the move towards standards-based delivery of e-learning.

Illegems, Viviane, and Alain Verbeke. Cheltenham, HK: Edward Elgar, Illegems and Verbeke present findings related to a series of empirical research studies on telecommuting telework and online work in the workplace.

From employer, employee, and societal perspectives, they explore both the advantages and disadvantages of telework; the implementation of telework; and the support of telework.

Using survey data from a variety of respondent cohorts, they empirically assess the challenges and opportunities of telework and offer policy level and implementation level recommendations for the practice. Although this research is not set within the academic online classroom, the emergent findings may shed light on key online learner characteristics and preferences important to participants and designers of OWI.

Johnstone, Sally M. Juwah, Charles, ed. New York: Routledge, Juwah presents a collection built on the premise that individuality is the core of successful learning, whether it manifests in encounters between and among students, or between students and faculty.

Lehmann, Kay J. How to Be a Great Online Teacher. Lanham, MD: Scarecrow Education, Maeroff, Gene I. A Classroom of One. Maeroff provides a comprehensive assessment of online education in the U. Maeroff sets the foundations of his work by offering a brief history of distance education and defining current parameters for e-learning.

He also addresses financial and operational aspects of online education, as well as standards for accreditation and oversight bodies. In further exploring the impact of e-learning on education, Maeroff examines both the research and programs supporting the accessibility and efficacy of online learning. Mason, Robin, and Frank Rennie. E-learning: The Key Concepts. Mason and Rennie provide a comprehensive list of the basic terms, topics, and concepts associated with online learning. Within each section, research and relevant resources are highlighted.

The authors also provide a recommended reading list which points to relevant scholarship, manuals, and web resources about online learning. McConnell, David. E-Learning Groups and Communities of Practice.

Maidenhead, England: Open University Press, McConnell focuses on the development of e-learning groups and communities within a particular course. Divided into eight chapters, McConnell addresses design principles for e-learning courses as well as participant experiences and perceptions of group activities and collaboration within e- learning contexts.

Further, McConnell highlights the importance of on-going research into e-learning and provides recommendations about problem solving and action research within programs for practitioners. A final section addresses technologies that are particularly appropriate for e-learning situations. Moore, Michael Grahame.

Handbook of Distance Education. Moore provides an extensive review of relevant research in distance education to include essential facets of e-learning, web-based instruction, and computer mediated communication. The work, divided into six primary sections, first provides an historical context for distance education. Attention to the participant learner in relation to adult learning theory and research dominates the second section of the work.

Parts Three and Four report on instructional design and matters of implementation policy, administration and management. London: Kogan Page, Murphy, Walker, and Webb offer a frank discussion about the challenges of teaching and learning within online contexts and provide practical suggestions for addressing those challenges.

The nineteen chapters are categorized into the four sections: 1 student interaction issues, 2 teaching and assessment issues, 3 planning and development issues, and 4 policy issues. Specific chapters include reports on a variety of pedagogical, technological and administrative issues such as fostering group participation, encouraging students to use new technologies, assisting academic staff with the transition to online environments, and institutional transition and culture issues.

The work ends with a section on relevant recommended reading in the field. Nicolay, John. Nicolay examines assessment in online learning and suggests online instructors pay attention to four components and five principles of assessment. The four components of assessment are: 1 term projects produced by the individual student; 2 periodic participation within the course through electronic conversations or individually submitted reports; 3 examinations; and 4 group experience.

The five principles for assessment based on instructor surveys are: 1 thoroughly structure the assignment; 2 construct the groups and match membership; 3 monitor and communicate effectively; 4 evaluate consistently; and 5 evaluate the many as one. This is a helpful overview of assessment that will allow online instructors to gain a valuable and sometimes overlooked perspective.

Noble, David. New York: Monthly Review Press, This trend presents a threat to the integrity of academe, Noble believes, and his book first explores precursors in the pre-digital age, then turns to the arrival of online universities, and finally examines the struggles over intellectual property rights in an online academic setting.

Oblinger, Diana, and Jill Kidwell. Oblinger and Kidwell describe the ubiquity of the networked world and its implications for the academy, including the widely held view of distance learning as a market. Smith School of Business, University of Maryland, The survey reports on the following five areas: 1 consumer awareness and interest in 3G technology; 2 telecommuting; 3 e-government; 4 e-services; and 5 e-health.

Although the survey does not focus on online learning within an education context, its findings highlight important characteristics and behaviors of consumers in general. These findings can be used to inform a learner-centered approach to design and implementation of programs that involve OWI.

Russell, Thomas L. Russell provides a thorough annotated research bibliography, comprised of research papers and reports. Articles are grouped by year and cover work from through Within this research context, both the book and the companion website offer practical suggestions about best practices for e-learning in academic settings.

Salmon, Gilly. Salmon examines the distinctiveness of online learning as an activity in its own right and explores the skills that participants both teachers and learners need to navigate and be successful in an online learning environment. In the second main section, she offers a comprehensive list of practical pedagogical suggestions that can be used by both new and experienced practitioners of online learning. Grounding her advice within a usable framework, Salmon also presents a five stage model of teaching and learning online.

Schank, Roger. New York: McGraw-Hill, Schank investigates ways in which the Internet can be leveraged within employee training programs. The book is divided into four parts that explore 1 a problem-based approach to e-learning, 2 instructional design principles, 3 real-life examples of e- learning training programs, and 4 mechanisms for evaluating and measuring e-learning.

Although his work focuses on self-paced, content-based, human-to-computer simulations rather than human-to-human online interaction, the methods discussed can be applied to certain dimensions or components of an OWI context. San Francisco: Pfeiffer, Schank highlights common obstacles encountered by instructional designers and trainers in the field of e-learning.

Each essay provides insight into the experience of training individuals online. In doing so, Schank focuses on three primary areas: 1 expectations about teaching and learning; 2 adult learning and ways that learners assimilate information and skills, and 3 the optimal uses and limitations of technology. Although the work uses primarily corporate examples, his implementation principles can be applied to academics as well.

Seale, Jane. Shank provides extremely practical, proven recommendations for improving Internet- based and computer mediated instruction and learning. Her work offers a comprehensive list of activities, approaches, techniques, and strategies for online learning.

The book is divided into two main sections; the first sections cover issues associated with learners, activities, and assessments. The second section covers issues associated with instructional design. Within these main sections, each chapter follows a similar template, providing: 1 a definition of the particular activity or technique; 2 real-life examples of the activity in practice; 3 an explication of learning objectives; and 4 recommendations for how the activity can be deployed in a new context.

These recommendations have numerous application to OWI learning environments. Waterhouse, S. Rogers Rodney. Waterhouse and Rogers open by stating that most professionals interested in distance learning, whether wholly online or hybrid, understand the importance of the course site, where announcements, the syllabus, and various learning materials are housed.

Online Tutoring at the University of Wisconsin Colleges. They restructured their program to include more individualization in tutor response and decided to provide more assistance at the sentence level, which is what many first-year students requested. Anderson, Dana. Writing center administrators should therefore consider the language and design of e-mail portals a significant site of writing center literacy.

Harris, Muriel. Harris analyzes what were in the three most common methods of electronic writing center work: e-mail, Multi-user domain Object Oriented MOO environments, and the Internet. E-mail allows students to more easily send writing to tutors, MOOs enable quick conversations, and the Internet provided some mix of each.

This is one of the earliest theoretical explorations of OWI in the writing center setting. Harris, Muriel, and Michael Pemberton. Harris and Pemberton describe how an increasing number of writing centers are beginning to implement some form of online tutoring. They discuss this transition and offer advice to others in the process. They examine the various technologies being used— e-mail, Gopher, Worldwide Web WWW , newsgroups, synchronous chat systems, and automated file retrieval AFR systems—and explore their effective uses.

Harris and Pemberton also analyze online tutoring in light of such factors as user access, network security, computer illiteracy, institutional missions, writing center goals, computing center priorities, and computer programmers' attitudes.

They argue that successful OWLs would manage technology by focusing on the ultimate pedagogical goals of the lab. Healy, Dave. Healy explores some of the hidden implications of online writing centers. Rather than focus on technology or even pedagogy, he examines the effects of the decentralization of the center that comes with the move online. He notes that directors have a simpler time scheduling their tutors but a harder time overseeing the conferences.

On the other hand, the electronic chats transcripts can be stored in a database, and Healy points out that there are some Big Brother-type issues to be concerned about. Again, there are positive and negative aspects to this, and Healy concludes with a reminder that using technology for writing instruction will have many unintended consequences.

This is an important reminder for us as writing instruction is much more fully online than it was in the mids. Of particular interest, Hewett analyzes example online tutorials and suggests research questions that emerge for further study.

Hewett describes a small-scale, empirical study of synchronous conference-based OWI using an electronic whiteboard in a Smarthinking, Inc. Linguistic analysis of participant talk indicates that the interactions were both idea-development focused and task oriented as opposed to socially oriented. While many interactions consist of detailed dialogue in primarily declarative language, nearly half of the talk was oriented toward achieving interpersonal connections, facilitating the interaction, and communicating about the whiteboard's workspace.

Textual analysis of the drafted student writing after tutoring indicates that nearly two thirds of the interactions could be connected through iterability or presupposition with the writing and revisions.

Most of the traceable writing and revision changes were meaning-preserving and of insignificant to moderate rhetorical force. James A. Inman and Clinton Gardner. IWCA Press, Hewett examines online writing labs OWLs both theoretically and practically.

Theoretically, she finds that OWLs tend to be supportable from the current-traditional, neo-classical, neo-Platonic expressivist , and social constructive positions.

Practically, she finds that OWLs gain their functionality in connection to various theories: static learning materials can be connected to current-traditional thinking, for example, but this connection does not imply a negative utility for student learning even though current- traditional thinking is typically eschewed. Hewett finds theoretical complexity in both asynchronous and synchronous online tutorials, the former of which is more monologic yet still a dialogue tied both to expressivist and social constructionist thinking.

She also considers OWLs through their utility as sites that support student and teacher publication, professional development, community outreach and support, writing across the curriculum WAC , and inclusive learning support. Finally, Hewett provides a vision of the OWL's place within a writing program. Higgison, Carol. Online Tutoring E-Book.

Otis E-Workshop. The chapters cover such issues as the nature of online learning, instructor and tutor roles, developing and facilitating online learning community, assessment and evaluation methods, institutional support, and quality assurance.