Analysis of Online Support at a Writing Center: Comparison with the Number and Content of Utterances in Face-to-Face Support

Abstract

The fact that face-to-face and online conversations differ in writing support is problematic. In this article, we address the following: (1) does the number of utterances differ between face-to-face and online support; and (2) is there a difference in the content of utterances between face-to-face and online support? To this end, the number and content of utterances were analyzed for 12 dialogues (six face-to-face, six online) held at a writing center. The number of utterances of the writer (student) in online support tended to be lower than that in the face-to-face support. The results of analyzing the number of utterances by dividing them into three topics (assignments, sessions, sentences) showed that most utterances were related to “sentences,” as in the case of face-to-face support. The utterances related to “sentences” were analyzed using eight kinds of content codes. The three most commonly found codes in online support were “writer’s intention,” “reader’s interpretation,” and “suggestions of revision.” Additionally, the writer gained awareness several times with online support and, as in the case of face-to-face support, the “writer’s intention” was frequently mentioned. There were two features observed only in online support. One was “problem raising” by the tutor. The other, also by the tutor, was “reader’s interpretation” which became the starting point of a conversation leading to the writer gaining awareness.