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Master the essentials of peer tutoring with WHAT THE WRITING TUTOR NEEDS TO KNOW! With study questions, questions for research projects, and exercises at the end of each chapter, this English text prepares you for the challenges you will face in the tutoring environment. Coverage of sample student papers, teacher expectations, excerpts from peer tutors' research projects, and tutoring good student writers provides you with information you need to help your students succeed.
Peripheral Visions for Writing Centers aims to inspire a re-conception and re-envisioning of the boundaries of writing center work. Moving beyond the grand narrative of the writing center—that it is solely a comfortable, yet iconoclastic place where all students go to get one-to-one tutoring on their writing—McKinney shines light on other representations of writing center work. McKinney argues that this grand narrative neglects the extent to which writing center work is theoretically and pedagogically complex, with ever-changing work and conditions, and results in a straitjacket for writing center scholars, practitioners, students, and outsiders alike. Peripheral Visions for Writing Centers makes the case for a broader narrative of writing center work that recognizes and theorizes the various spaces of writing center labor, allows for professionalization of administrators, and sees tutoring as just one way to perform writing center work. McKinney explores possibilities that lie outside the grand narrative, allowing scholars and practitioners to open the field to a fuller, richer, and more realistic representation of their material labor and intellectual work.
This edited volume explores the nature of writing groups inside and outside the academic environment. For writing instructors, writing center directors & scholars researching writing groups.
Around the Texts of Writing Center Work reveals the conceptual frameworks found in and created by ordinary writing center documents. The values and beliefs underlying course syllabi, policy statements, website copy and comments, assessment plans, promotional flyers, and annual reports critically inform writing center practices, including the vital undertaking of tutor education. In each chapter, author R. Mark Hall focuses on a particular document. He examines its origins, its use by writing center instructors and tutors, and its engagement with enduring disciplinary challenges in the field of composition, such as tutoring and program assessment. He then analyzes each document in the contexts of the conceptual framework at the heart of its creation and everyday application: activity theory, communities of practice, discourse analysis, reflective practice, and inquiry-based learning. Around the Texts of Writing Center Work approaches the analysis of writing center documents with an inquiry stance—a call for curiosity and skepticism toward existing and proposed conceptual frameworks—in the hope that the theoretically conscious evaluation and revision of commonplace documents will lead to greater efficacy and more abundant research by writing center administrators and students.
Strategies for Writing Center Research is a how-to guide for conducting writing center research introducing newcomers to the field to the methods for data collection, analysis, and reporting appropriate for writing center studies.
Mary Soliday calls on genre theory- which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation.
Composing a Community is not only a history of early WAC programs but also of how the people developing those programs were in touch with one another, exchanging ideas and information, forming first a network and then a community. Composing a Community captures the stories of pioneers like Elaine Maimon, Toby Fulwiler, and others, giving readers first-hand accounts from those who were present at the creation of this new movement. David Russell’s introduction sets this emergent narrative into relief. Susan H. McLeod and Margot Iris Soven, themselves pioneers in WAC history, have assembled some of its most eloquent voices in this collection: Charles Bazerman, John C. Bean, Toby Fulwiler, Anne Herrington, Carol Holder, Peshe C. Kuriloff, Linda Peterson, David R. Russell, Christopher Thaiss, Barbara E. Walvoord, and Sam Watson. Their style is personal, lively, and informal as the authors succeed in putting their personal memories in the larger context of WAC studies.
Re/Writing the Center illuminates how core writing center pedagogies and institutional arrangements are complicated by the need to create intentional, targeted support for advanced graduate writers. Most writing center tutors are undergraduates, whose lack of familiarity with the genres, preparatory knowledge, and research processes integral to graduate-level writing can leave them underprepared to assist graduate students. Complicating the issue is that many of the graduate students who take advantage of writing center support are international students. The essays in this volume show how to navigate the divide between traditional writing center theory and practices, developed to support undergraduate writers, and the growing demand for writing centers to meet the needs of advanced graduate writers. Contributors address core assumptions of writing center pedagogy, such as the concept of peers and peer tutoring, the emphasis on one-to-one tutorials, the positioning of tutors as generalists rather than specialists, and even the notion of the writing center as the primary location or center of the tutoring process. Re/Writing the Center offers an imaginative perspective on the benefits writing centers can offer to graduate students and on the new possibilities for inquiry and practice graduate students can inspire in the writing center. Contributors: Laura Brady, Michelle Cox, Thomas Deans, Paula Gillespie​, Mary Glavan, Marilyn Gray​, James Holsinger​, Elena Kallestinova, Tika Lamsal​, Patrick S. Lawrence, Elizabeth Lenaghan, Michael A. Pemberton​, Sherry Wynn Perdue​, Doug Phillips, Juliann Reineke​, Adam Robinson​, Steve Simpson, Nathalie Singh-Corcoran​, Ashly Bender Smith, Sarah Summers​, Molly Tetreault​, Joan Turner, Bronwyn T. Williams, Joanna Wolfe
Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.
Ecologies of Writing Programs: Profiles of Writing Programs in Context features profiles of exemplary and innovative writing programs across varied institutions. Situated within an ecological framework, the book explores the dynamic inter-relationships as well as the complex rhetorical and material conditions that writing programs inhabit—conditions and relationships that are constantly in flux as writing program administrators negotiate constraint and innovation.