because teachers and students would as a matter of course make use" of consistent "writing and response strategies." One way to promote the collaboration Lerner imagines and Severino and Knight discuss is to transform the online writing lab (OWL) from primarily a repository of effective writing practices into a community of practice, promoting, through open access to interactive spaces, collaboration in the development of effective writing assignments, consistent writing pedagogies, and linked assessments for both evaluating students' individual and institution-wide performances. Significantly, these assessment efforts can promote collaboration "across our institutions" and perhaps create, as Carol Severino and Megan Knight describe, "a university that is a Writing Center. Assessing the effectiveness of these services and functions, Lerner observes, is essential not to "justify" the existence of the center but instead to understand what is and is not working. As Neal Lerner points out, writing centers provide "point of need" services that help students navigate not only the complexities of the writing process but also the expectations of higher education.
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