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The Writing Workshop: A Professional and Personal Virtual Community to Support the Writing Tutors in  the Academic Success Center = =

= Central Georgia Technical College =

|| For the purposes of generating thinking and discussion in order to collaboratively begin the process of creating a writing culture at Central Georgia Technical College, the following materials will be used in the Writer's Workshop to guide our professional and personal virtual community of support.
 * **Background Context, and Need for the Writing Workshop** || **PDF Document of the Background and Context of the Problem:**
 * Word Document of the Background and Context of the Problem:**
 * **Professional Materials and Plans for the Writing Workshop** || ===**Purpose of the Professional Materials and Plans**===

**Workshop Times and Learning Spaces**
First, we will begin by examining writing theory and research for the purposes of examining our current culture of writing, assessing and reflecting on how we would like to enhance the culture of writing at CGTC, and considering how a professional community with a virtual presence can engage in the action of creating a culture of writing through the praxis of writer's workshop. The initial examination's catalyst will be presented via presentation. Two options exist for participating in the presentation of the Writer's Workshop in order to best accommodate the variety of tutoring schedules:
 * 1) A face-to-face workshop scheduled for Mondays and Wednesdays from 8:00 AM until 12:00 noon the first and third weeks of each month, or Tuesdays and Thursdays from 1:00 PM until 5:00 PM the second and forth week of each month. The face-to-face workshop will use the WIKI discussion forums.
 * 2) A "virtual" experience of participation which involves watching the presentation and reading the material at one's own pace, but he or she will also participate in the discussion forums along with the "face-to-face" participants.

Second, we will engage in dialogue forums in order to assess samples of student writing with attention to student-self assessment, reflect on our praxis as writing teachers and tutors, and create a plan of action for creating writer's workshop experiences within the academic success center.

**The Presentation: Examining Writing Theory and Research**
media type="file" key="Writing_Workshop_PPT_with_Audio.mp4" align="center" width="360" height="360"
 * Please select and download the presentation below to review the presentation with notes
 * Play Video below to hear and watch presentation

**Writer's Workshop Dialogue Forums:**
In order to continue a sustainable dialogue concerning the writer's workshop approach to coaching students through the complexity and variety of writing assignments serviced in the academic writing center, Writing Tutors and English faculty participate in three continuous discussion forums. The purpose of the forums is to provide a flexible, yet meaningful, setting for writing tutors and English faculty to engage in pedagogical dialogue on writing at the technical college.

1. Assessment Writing Forum: A. Writing tutors and English faculty discuss the assessment for the specific student writing sample: B. Writing Tutors and English faculty discuss the use of the sample writer's self-assessment tool as part of the tutoring experience in the writing center of the academic success center.
 * 1) how would you do an initial assessment of the student's writing using what we now know about writer's workshop, tutorial dialogue, metacognition, self-assessment and language variation?
 * 2) What questions would you ask about the student writing to spark tutorial dialogue with the student?

2. Reflection on Praxis Forum: Given the understanding of praxis in the writer's workshop, writing tutors and English faculty reflect on their praxis working with student writers by examining the five questions from the CUNY presentation article.

3. The Apprenticeship of Observation Given the current expectations of students' apprenticeship of observation that writing tutors are to provide grammatical and mechanical corrections, how can we begin to introduce the writer's workshop praxis model to students seeking writing services in the academic success center? || || ||
 * **Annotated List of References** || **Annotated Bibliography**
 * **Reflection: The Twisting Path of an English Teacher's Beliefs**
 * about Writing and the Praxis of Writer's Workshop at CGTC** || **PDF Version of Reflection**
 * Word Version of Reflection**
 * **APA List of References** || **Word Version of References**

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 * PDF Version of References**