The Self-Identified Strategies of Asynchronous Writing Tutors

This study explores the self-identified strategies of asynchronous writing tutors, focusing on how they provide feedback in an online environment. The research addresses the underexplored area of asynchronous writing tutoring, which is often marginalized due to its perceived lack of interpersonal interaction. Through semi-structured interviews and screen recordings of seven writing tutors from three different institutions, the study identifies key strategies employed by tutors. These strategies include managing workloads, relying on intuition, building rapport with students, and seeking support from other tutors. The findings highlight the complexity and labor-intensive nature of asynchronous tutoring, emphasizing the need for thoughtful evaluation and intentional deployment of strategies. The study also suggests that asynchronous tutoring should be recognized as a legitimate form of academic support, distinct from face-to- face or synchronous tutoring, and calls for the development of best practices tailored to this modality.