The Oxford Guide for Writing Tutors

Practice and Research

Author: Melissa Ianetta,Lauren Fitzgerald

Publisher: Oxford University Press, USA

ISBN: 9780199941841

Category: Education

Page: 616

View: 4492

The Oxford Guide for Writing Tutors introduces two conversations to the tutor's preperation, one about the creation of knowledge in writing programs, the other about tutor research. This approach to tutor training provides several benefits. First, it allows tutors to test their theories ofwhat might work in a writing center session and helps them to move professional conversation towards why such things happen. They bridge the theory-practice divide that often frustrates both novices and experiences tutors. By conducting research to answer such questions, tutors can help themselves, the writers with whom they work, their fellow tutors - and the writers with whom they work. And, further, this approach gives the reader new methods for appreciating and critiquing scholarly work, making it easier tounderstand the best ways to help writers and to move the field forward.As writing tutoring programs take on a variety of forms and pursue a range of missions, this book aims to create a flexible text whose contents can be easily rearranged to support a broad spectrum of reader needs. Each chapter, accordingly, can be read independently; the text does not rely on asequential reading to create meaning.The book also includes intra-textual and extra-textual references for the reader who wants to inquire further. That is, throughout the book are references to material in other chapters that might be of interest to the reader intrigued by the topic at hand. So too, in each chapter, we includereferences to and citations of the scholarship that supports much of the "common knowledge" of the field, including, in the Handbook, both previous tutor education textbooks and research from the field. The aim is to aid the interested reader's inquiry into the scholarship of the field as well as toground advice about practice in research that testifies to the effectiveness a range of tutoring practices. Much of the scholarship cited throughout the book is authored by undergraduate tutor-researchers as well as several former tutors who were graduate students when they published their articles. This crucial aspect best models the ways in which tutors themselves can bring together practice andresearch, in their day-to-day work and in their informed thinking about this work. Including tutor voices is an important tradition of the tutor education textbook because these are voices that speak to the issues concerning tutors in a range of institutions and programs across the country.

The Writing Center Director's Resource Book

Author: Christina Murphy,Byron Stay

Publisher: Routledge

ISBN: 1135600406

Category: Language Arts & Disciplines

Page: 472

View: 2791

The Writing Center Director's Resource Book has been developed to serve as a guide to writing center professionals in carrying out their various roles, duties, and responsibilities. It is a resource for those whose jobs not only encompass a wide range of tasks but also require a broad knowledge of multiple issues. The volume provides information on the most significant areas of writing center work that writing center professionals--both new and seasoned--are likely to encounter. It is structured for use in diverse institutional settings, providing both current knowledge as well as case studies of specific settings that represent the types of challenges and possible outcomes writing center professionals may experience. This blend of theory with actual practice provides a multi-dimensional view of writing center work. In the end, this book serves not only as a resource but also as a guide to future directions for the writing center, which will continue to evolve in response to a myriad of new challenges that will lie ahead.

The Bedford Guide for Writing Tutors

Author: Leigh Ryan,Lisa Zimmerelli

Publisher: Macmillan Higher Education

ISBN: 1319054048

Category: Language Arts & Disciplines

Page: 144

View: 5055

With expanded coverage of teaching in the information age and teaching multilingual writers, as well as a new chapter on research in the writing center, the Sixth Edition of The Bedford Guide for Writing Tutors addresses the needs of writing tutors as both teachers and scholars. This concise and practical introduction to tutoring in today’s diverse, multimodal writing environment includes numerous exercises and activities to help tutors develop their tutoring techniques and reflect on their teaching philosophies. Meanwhile, cartoons and tutoring examples throughout the text engage and entertain both experienced users and new tutors alike.

Writing Centers and the New Racism

A Call for Sustainable Dialogue and Change

Author: Laura Greenfield,Karen Rowan

Publisher: University Press of Colorado

ISBN: 0874218624

Category: Language Arts & Disciplines

Page: 303

View: 8013

Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship/lore, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice? The conscientious, nuanced attention to race in this volume is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multi-vocal, and challenging dialogue that, with a few significant exceptions, has been absent from the field.

Everyday Writing Center

A Community of Practice

Author: Anne Ellen Geller,Michele Eodice,Frankie Condon,Meg Carroll,Elizabeth Boquet

Publisher: University Press of Colorado

ISBN: 0874216621

Category: Education

Page: 152

View: 6587

In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger’s concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.

Researching the Writing Center

Author: Rebecca Day Babcock,Terese Thonus

Publisher: Peter Lang Incorporated, International Academic Publishers

ISBN: 9781433135224

Category: Education

Page: 352

View: 1819

Revised edition of: Researching the writing center, 2012.

Building Writing Center Assessments That Matter

Author: Ellen Schendel,William J. Macauley

Publisher: University Press of Colorado

ISBN: 0874218349

Category: Language Arts & Disciplines

Page: 200

View: 6844

No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment—questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory. The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable.

Peripheral Visions for Writing Centers

Author: Jackie Grutsch McKinney

Publisher: University Press of Colorado

ISBN: 1457184176

Category: Language Arts & Disciplines

Page: 174

View: 3667

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 a solely comfortable, yet iconoclastic place where all students go to get one-on-one tutoring on their writing—Grutsch McKinney shines light on other representations of writing center work. Grutsch 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. Grutsch 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.

What the Writing Tutor Needs to Know

Author: Margot Soven

Publisher: Wadsworth Publishing Company

ISBN: 9781413002249

Category: Education

Page: 166

View: 4807

This text provides a quick, basic introduction to the essentials of peer tutoring. Study questions, questions for research projects, and exercises at the end of each chapter help prepare readers for the challenges they will face in the tutoring environment. This title is one of THE WADSWORTH GUIDES TO COMPOSITION STUDIES—a new series designed to help upper-level undergraduate and beginning graduate students gain a historical, theoretical, and practical context for their studies in composition and the teaching of writing. Each guide in this series examines a particular aspect of the composition specialist's work; for example, teaching first-year composition, administration-related issues, and writing as it is taught across campus. Providing theoretical information within a practical context, each guide is designed to provide the historical knowledge and terminology that beginning students in the field need to understand.

Tutoring Writing

A Practical Guide for Conferences

Author: Donald A. McAndrew,Thomas J. Reigstad

Publisher: Heinemann Educational Books

ISBN: 9780867095180

Category: Business & Economics

Page: 156

View: 2662

In addition to providing a thorough review of theory and research of the principles and practices of tutoring, Tutoring Writing offers a rich toolbox of tutoring tips.

The Longman Guide to Writing Center Theory and Practice

Author: N.A

Publisher: Longman Publishing Group

ISBN: 9780205574179

Category: Language Arts & Disciplines

Page: 576

View: 1794

The Longman Guide to Writing Center Theory and Practice offers, in unparalleled breadth and depth, the major scholarship on writing centers. This up-to-date resource for students, instructors, and scholars anthologizes essays on all major areas of interest to writing center theorists and practitioners. Seven sections provide a comprehensive view of writing centers: history, progress, theorizing the writing center, defining the writing center's place, writing-across-the curriculum, the practice of tutoring, cultural issues, and technology.

The Successful High School Writing Center

Building the Best Program with Your Students

Author: Dawn Fels,Jennifer Wells

Publisher: Teachers College Press

ISBN: 9780807752524

Category: Language Arts & Disciplines

Page: 154

View: 7809

The contributors offer innovative methods for secondary and post-secondary educators interested in adolescent literacy, English Language Learners, new literacies, writing center pedagogy and evaluation, embedded professional development, differentiated instruction, and cross-institutional collaboration. This book features: models of writing centres and literacy centrrs that explicitly integrate reading and writing across the curriculum; creative strategies from a diversity of schools, models, and students served; literacy-based collaborative research projects for writing centre evaluation; and helpful forms.

Talk about Writing

The Tutoring Strategies of Experienced Writing Center Tutors

Author: Jo Mackiewicz,Isabelle Thompson

Publisher: Routledge

ISBN: 1351272624

Category: Language Arts & Disciplines

Page: 226

View: 2079

Talk about Writing: The Tutoring Strategies of Experienced Writing Center Tutors offers a book-length empirical study of the discourse between experienced tutors and student writers in satisfactory conferences. It analyzes writing center talk, focusing on tutors’ verbal strategies, at the macro- and microlevels. The study details tutors’ use of three categories of tutoring strategies—instruction, cognitive scaffolding, and motivational scaffolding—with each chapter of the analysis ending in practical advice about tutor training. The second edition adds to the discussion of research provided in the first edition, maintaining the two previous goals: to provide a theory-based coding scheme for analyzing tutoring strategies according to their potential for instructing and scaffolding student writers’ learning, and to demonstrate that analysis on 10 satisfactory conferences conducted by experienced writing center tutors. New to this edition, the authors expand the previous discussion of the coding scheme with additional details about its development. Along with the expanded Chapter 3 about research methods, this edition features new examples from the corpus of conferences and updates the literature review.

Multilingual Writers and Writing Centers

Author: Ben Rafoth

Publisher: University Press of Colorado

ISBN: 0874219647

Category: Language Arts & Disciplines

Page: 184

View: 2482

Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tutor—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future. This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors; and his own decades of experience. Well-grounded in daily writing center practice, the author identifies which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations. Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.

ESL Writers

A Guide for Writing Center Tutors

Author: Shanti Bruce,Bennett A. Rafoth

Publisher: Boynton/Cook

ISBN: 9780867095944

Category: Foreign Language Study

Page: 242

View: 8391

"Filled with suggestions and strategies based on a rigorous combination of experience, research, and theory, ESL Writers, Second Edition, remains a tutor's top resource for working with English learners."-back cover.

Strategies for Writing Center Research

Author: Jackie Grutsch McKinney

Publisher: N.A

ISBN: 9781602357198

Category: Language Arts & Disciplines

Page: 220

View: 6137

LENSES ON COMPOSITION STUDIES Series Editors: Sheryl I. Fontaine and Steve Westbrook. STRATEGIES FOR WRITING CENTER RESEARCH is a guide to empirical research on writing center work. Though there are many other places where formal writing instruction, conversations about writing, conversations about teaching writing, writing, and revision happen, these activities are all always occurring in writing centers. All of the political, theoretical, social, spatial, technological, and practical debates about how a someone becomes a better writer play out hour after hour in the writing center; thus, the possibility of the writing center as a site for serious, interesting, groundbreaking writing research cannot be overstated. STRATEGIES FOR WRITING CENTER RESEARCH is divided into three parts that correspond, more or less, to the stages of a research project. Part 1 includes an overview of writing center research, an introduction to key terms for research, a discussion of how to conduct bibliographic research in writing center studies, and advice on shaping a research proposal. Part 2 helps readers select appropriate research methods for their research questions. Chapters are devoted to discourse analysis, interviewing, surveying, fieldwork, and action research, including a discussion of the limitations, ethical challenges, and pitfalls to expect, as well as a description of the sort of data collected. Part 3 includes a discussion of approaches for analyzing and reporting research. JACKIE GRUTSCH MCKINNEY is Director of the Writing Center and Professor of English at Ball State University in Muncie, Indiana. Her scholarship on writing center issues has appeared in key journals such as WPA: Writing Program Administration, Writing Center Journal, Writing Lab Newsletter, and Praxis: A Writing Center Journal, as well as in several writing center edited collections, including Before and After the Tutorial, Multiliteracy Centers, and The St. Martin's Sourcebook for Writing Tutors. Her first book, Peripheral Visions for Writing Centers, won the International Writing Center Association Outstanding Book Award in 2014.

Writing Studio Pedagogy

Space, Place, and Rhetoric in Collaborative Environments

Author: Matthew Kim,Russell Carpenter

Publisher: Rowman & Littlefield

ISBN: 1475828233

Category: Education

Page: 238

View: 8400

Writing Studio Pedagogy (WSP) breaks from the tradition of teaching and responding to writing in traditional ways and moves the teaching and learning experience off the page and into engaging spaces in multiple ways, which can enhance the composing process. Through this collection, scholars interested in rethinking approaches to teaching, writing pedagogy, and innovative learning will find new ways to challenge their own understandings of space, place, and collaboration. WSP involves an attention to space and place in the development of rhetorical acts by focusing on the ways in which they enhance pedagogy. This book takes a unique opportunity to return to pedagogy as the foremost priority in any learning space. Educators might preference WSP for its emphasis on student-centeredness by creating productive interactions, intersections, and departures that arrive from prioritizing learning. WSP acknowledges the centralized role of students and teachers as co-facilitators in learning and writing. These threads are intentionally broad-based, as the chapters contained in this book speak to the complexity of WSP across institutions.

Handbook of Writing Research, Second Edition

Author: Charles A. MacArthur,Steve Graham,Jill Fitzgerald

Publisher: Guilford Publications

ISBN: 1462529313

Category: Language Arts & Disciplines

Page: 464

View: 8559

The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more international perspectives. *Multiple chapters connect research findings to the Common Core writing standards. See also the editors' Best Practices in Writing Instruction, Second Edition, an accessible course text and practitioner's guide.

Understanding ESL Writers

A Guide for Teachers

Author: Ilona Leki

Publisher: Boynton/Cook

ISBN: N.A

Category: Education

Page: 151

View: 2618

Understanding ESL Writers: A Guide for Teachers responds to the overwhelming concern non-ESL faculty have expressed with the influx of ESL students into their classes.

A Synthesis of Qualitative Studies of Writing Center Tutoring, 1983-2006

Author: Rebecca Day Babcock,Kellye Manning,Travis Rogers,Courtney Goff,Amanda McCain

Publisher: Peter Lang Pub Incorporated

ISBN: 9781433117862

Category: Education

Page: 137

View: 7669

This book grew out of the desire and necessity to understand just what went on in writing centre tutoring sessions. Utilizing previous research - mostly dissertations that have not been widely read - the authors analyse the available data using a grounded theory approach. With information from over 50 sources, the resulting text is not only a resource, but illuminates for the first time just what happens in writing centre tutoring sessions. From their grounded theory analysis, the authors identify the dimensions impacting a tutoring session, such as personal characteristics, outside influences, communication, the emotions and temperament of the interlocutors, and the ultimate outcomes. An analytic conclusion ties the grounded theory data to other published research and theory.