Providing Sustained Support for Teachers and Students in the L2 Writing Classroom Using Writing Fellow Tutors

Main Article Content

Katherine Daily O'Meara

Abstract

This study presents a piloted Second Language (L2) Writing Tutor internship program as a way to provide supplemental, sustained support to L2 writers and classroom teachers within the span of one semester. The presence and needs of second language (L2) writing students in the writing classroom have been clearly articulated in relevant research, but what is less known is how to devise successful methods of support that are both helpful and cost-effective. The author provides evidence that students in L2WT-mediated classes earned higher grades and that the L2WT internship program was perceived as valuable for all parties involved: L2 writers, L2 writing teachers, and the tutors themselves. Implications for future offerings of the internship, as well as suggestions for how to implement this program in additional contexts, are provided.

Article Details

How to Cite
O’Meara, K. (2016). Providing Sustained Support for Teachers and Students in the L2 Writing Classroom Using Writing Fellow Tutors. Journal of Response to Writing, 2(2). Retrieved from https://journalrw.org/index.php/jrw/article/view/53
Section
Teaching Articles
Author Biography

Katherine Daily O'Meara, Arizona State University

Katherine Daily O'Meara is a PhD Candidate in English (Writing, Rhetorics, and Literacies) at Arizona State University.