Beyond the Author's Chair

Hall, Anna H.

doi:10.1002/trtr.1297

Cited by 4 publications

(3 citation statements)

References 8 publications

(6 reference statements)

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“…• Community: just as writing instructors endeavor to build community to encourage risk taking in a workshop setting (e.g. Hall, 2014;Roulston et al, 2016), faculty can integrate community-building strategies such as in-depth introductions and learning autobiographies in their doctoral-level courses. Rather than viewing this action as an encroachment upon valuable class time, the purposeful acts of crafting more intimate interactions beyond the expected academic engagement will serve students well, both personally and academically.…”

Section: Diane's Storymentioning

confidence: 99%

Stories of a transformative mentorship: graduate student glue

Scott

Miller

2017

IJMCE

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Purpose The purpose of this paper is to narrate authors’ personal and professional experiences as doctoral graduate students, highlighting the personal and academic growth fostered through an organic peer mentorship and advocating that these relationships be cultivated actively by faculty advisors. Design/methodology/approach The concepts of purpose, planning, and positivity are employed to organize the discussion, which is based on relevant literature and the authors’ lived experiences. Findings Like most students who pursue and complete doctoral degrees, the authors experienced transformative learning. The authors acknowledge myriad ways their informal peer mentoring relationship was a critical component of successful degree completion. Originality/value While their relationship remains unique and perhaps inimitable, the authors seek to extrapolate the universal qualities relevant to others seeking a deep and personal support system during their doctoral degree-seeking journey.

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Section: Diane's Storymentioning

confidence: 99%

Stories of a transformative mentorship: graduate student glue

Scott

Miller

2017

IJMCE

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“…one-to-one support not only increases comfort with sharing working, due to the personal nature of writing (Hall, 2014;Hill et al, 2021), but is more likely to alleviate academic knowledge barriers through leaning together as non-experts in their subject. Arguably, this empowers students, providing agency and increasing confidence with their subject knowledge, since they are the 'expert' in this space.…”

Section: Mutuality and Partnershipmentioning

confidence: 99%

A space for partnership and empowerment: how the Writing Café negotiates inclusion in Higher Education 

Baer

Kearney

2023

JLDHE

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Higher education (HE) has traditionally been shaped for a specific type of student, but as widening participation initiatives are increasing opportunities for under-represented groups to attend (e.g., mature, disabled, those from a low socio-economic background, and care leavers), it is imperative to illuminate examples of best practice that are accessible and equitable once students are at university. This paper discusses the Writing Café, an interdisciplinary, peer facilitated space for students to explore writing techniques and strategies with trained student writing mentors. This will illustrate how the Writing Café is promoting inclusion for students who have been traditionally excluded from HE. The Writing Café encourages student partnership through its interdisciplinary nature, which empowers students to be experts in their work. This is challenging deficit and hierarchical approaches in academia, repositioning who has the power and knowledge in HE. The Writing Café provides a space out of formal teaching that has more support than independent learning, thus being considered a third space for learning (Hilsdon, 2014). The offer of hybrid Writing Café spaces has boosted inclusivity and accessibility through improving comfort and ease of access. Under-represented students are likely to face more barriers in HE, so supportive and accessible provision can combat many such barriers. The Writing Café’s success is highlighted by engagement, with the development of hybrid delivery increasing participation by 45%, with engagement for under-represented students being 10% more than the university demographic of such students. The Writing Café is illustrating how inclusion in academic practices is possible.

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“…Research shows that some students feel annoyed from receiving criticism for their written work especially when it is done publicly. Hall (2014) points out that, "uncomfortable dynamics among peers can make young authors vulnerable to teasing and conflict" (p. 28). Likewise, another group of participants in a study by Silva and Moreira, (2003) felt unhappy and uncomfortable because their writings were reviewed online and criticized publicly.…”

Section: Implications and Challenges Of Using Web-enhanced Peer Feedbackmentioning

confidence: 99%

Web-Enhanced Peer Feedback in ESL Writing Classrooms A Literature Review

Elboshi¹

2021

ELT

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This paper aims to review literature on the impact of using web-based technology such as blogs and social networks to facilitate and promote peer feedback in ESL writing classrooms. It also investigates how giving and receiving comments from peer students can improve students’ performance in writing as well as their critical thinking skills. A combination of 47 peer reviewed studies were included in this review. All these studies were found on MUN online library and the selection criteria I used in searching was studies that are relevant to: ESL writing, the importance of peer feedback and the role that web-based technology can do to facilitate peer feedback in ESL writing classrooms. The results showed that reflective assessment of peers’ writing helps students develop their peers’ and their own writing performance. They also stressed the role of web-based technology in providing a stimulating environment for students to reflect on peers’ written work. However, some studies revealed the challenges that might affect using this technology such as students’ reluctance, fear of sharing writing online and their sensitivity to being criticized publicly.

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Beyond the Author's Chair

Cited by 4 publications

References 8 publications

Stories of a transformative mentorship: graduate student glue

Stories of a transformative mentorship: graduate student glue

A space for partnership and empowerment: how the Writing Café negotiates inclusion in Higher Education

Web-Enhanced Peer Feedback in ESL Writing Classrooms A Literature Review

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