Papers by Isabelle Lundin
Writing Center Journal
This study sought to determine the impact writing center consultations have on student writing se... more This study sought to determine the impact writing center consultations have on student writing self-efficacy and to illuminate effective consultant strategies for fostering student writing confidence. As part of a multimethods study, a survey was administered for students to reflect upon and to assess their feelings of writing self-efficacy by describing experiences in writing center consultations. Selected respondents were asked to elaborate on the strategies used by their peer consultant (s) in an optional open-ended interview. Findings suggest that writing center consultations help increase writing self-efficacy. The effective consultant strategies described by study participants are synthesized into an overarching consultant framework of empathy-based tutoring, which includes four key consultant moves that work to foster writing self-efficacy: listening, translating, advising, and motivating. Results from this study have implications for further consultant training and/or professional development programs and reaffirm the value writing centers bring to student writing growth.
The Writing Center Journal, 2023
This study sought to determine the impact writing center consultations have on student writing se... more This study sought to determine the impact writing center consultations have on student writing self- efficacy and to illuminate effective consultant strategies for fostering student writing confidence. As part of a multimethods study, a survey was administered for students to reflect upon and to assess their feelings of writing self- efficacy by describing experiences in writing center consultations. Selected respondents were asked to elaborate on the strategies used by their peer consultant(s) in an optional open- ended interview. Findings suggest that writing center consultations help increase writing self- efficacy. The effective consultant strategies described by study participants are synthesized into an overarching consultant framework of empathy- based tutoring, which includes four key consultant moves that work to foster writing self- efficacy: listening, translating, advising, and motivating. Results from this study have implications for further consultant training and/or professional development programs and reaffirm the value writing centers bring to student writing growth.
Young Scholars in Writing, 2023
In the field of writing studies, many scholars agree that metacognitive reflection activities can... more In the field of writing studies, many scholars agree that metacognitive reflection activities can impact the quality of students’ text and have also been correlated with increased writing self-efficacy. To expand on this preexisting relationship between metacognition and writing self-efficacy, my study explored the impacts of metacognitive reflection, specifically during the revisions stage of the writing process. I used two qualitative research methods to observe the effects of this intervention: field observations of peer review sessions and thematic, deductive coding of participants’ responses to an open-ended questionnaire. I found that the metacognitive revision questionnaire encouraged participants to consider revision choices that linked their purpose for writing to their identities and to the ways they appealed to their audience. Making linkages between purpose, identity, and audience through revision choices has implications for fostering writing self-efficacy.
The East Central Writing Center Association Journal, 2024
The procedures to train student consultants at the Oakland
University Writing Center (OUWC) have ... more The procedures to train student consultants at the Oakland
University Writing Center (OUWC) have evolved over the
past decade. Like many writing centers, when the OUWC first
opened in 2006, the university’s Writing and Rhetoric Department
offered a peer tutoring course focused on writing center pedagogy
and training students to become effective peer consultants.
However, in 2013, the course was re-classified and became a
general education requirement. With this change, the course
began to attract people who were interested in becoming teachers,
rather than becoming employed at the writing center (Cerku et al.,
2021). As a result, instead of becoming writing center consultants
after taking the course, most students moved on to their student
teaching placements. To mitigate this shift in recruitment, our
center developed a comprehensive training program in 2013,
entitled Consult Right (Cerku et al., 2021)[a][b]. The shift to
facilitating this training in-house was caused by multiple factors
at our institution, but given the significant enrollment decreases
stemming from the pandemic, other institutions may have been
forced to make similar transitions to accommodate budget cuts
(Kelchen et al., 2021; National Student Clearinghouse, 2020). Thus,
this study can be utilized by other writing centers facing such
challenges.
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Papers by Isabelle Lundin
University Writing Center (OUWC) have evolved over the
past decade. Like many writing centers, when the OUWC first
opened in 2006, the university’s Writing and Rhetoric Department
offered a peer tutoring course focused on writing center pedagogy
and training students to become effective peer consultants.
However, in 2013, the course was re-classified and became a
general education requirement. With this change, the course
began to attract people who were interested in becoming teachers,
rather than becoming employed at the writing center (Cerku et al.,
2021). As a result, instead of becoming writing center consultants
after taking the course, most students moved on to their student
teaching placements. To mitigate this shift in recruitment, our
center developed a comprehensive training program in 2013,
entitled Consult Right (Cerku et al., 2021)[a][b]. The shift to
facilitating this training in-house was caused by multiple factors
at our institution, but given the significant enrollment decreases
stemming from the pandemic, other institutions may have been
forced to make similar transitions to accommodate budget cuts
(Kelchen et al., 2021; National Student Clearinghouse, 2020). Thus,
this study can be utilized by other writing centers facing such
challenges.
University Writing Center (OUWC) have evolved over the
past decade. Like many writing centers, when the OUWC first
opened in 2006, the university’s Writing and Rhetoric Department
offered a peer tutoring course focused on writing center pedagogy
and training students to become effective peer consultants.
However, in 2013, the course was re-classified and became a
general education requirement. With this change, the course
began to attract people who were interested in becoming teachers,
rather than becoming employed at the writing center (Cerku et al.,
2021). As a result, instead of becoming writing center consultants
after taking the course, most students moved on to their student
teaching placements. To mitigate this shift in recruitment, our
center developed a comprehensive training program in 2013,
entitled Consult Right (Cerku et al., 2021)[a][b]. The shift to
facilitating this training in-house was caused by multiple factors
at our institution, but given the significant enrollment decreases
stemming from the pandemic, other institutions may have been
forced to make similar transitions to accommodate budget cuts
(Kelchen et al., 2021; National Student Clearinghouse, 2020). Thus,
this study can be utilized by other writing centers facing such
challenges.