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Author: Jackie Grutsch McKinney
Publisher: Parlor Press LLC
ISBN: 1602357226
Category : Education
Languages : en
Pages : 182
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Book Description
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.
Author: Jackie Grutsch McKinney
Publisher: Parlor Press LLC
ISBN: 1602357226
Category : Education
Languages : en
Pages : 182
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Book Description
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.
Author: Jo Mackiewicz
Publisher: Routledge
ISBN: 1317666917
Category : Language Arts & Disciplines
Languages : en
Pages : 229
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Book Description
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. The study uses a research-driven, iteratively tested framework to help writing center directors, tutors, writing program administrators, rhetoric and composition researchers, first-year composition instructors, and others interested in talk about writing to systematically analyze tutors’ talk and to use that analysis to train new tutors. The book strives toward two main goals: to provide an analytical research and assessment tool—the coding scheme—that other researchers can use to understand writing center tutor talk and to provide a close, empirical analysis of experienced tutor talk that can facilitate tutor training. The study details tutors’ use of three categories of tutoring strategies—instruction, cognitive scaffolding, and motivational scaffolding—at macro- and microlevels and results in practical recommendations for improving tutor training.
Author: Susan Lawrence
Publisher: University Press of Colorado
ISBN: 1607327511
Category : Language Arts & Disciplines
Languages : en
Pages : 279
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Book Description
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
Author: Nicole I. Caswell
Publisher: University Press of Colorado
ISBN: 1607325373
Category : Language Arts & Disciplines
Languages : en
Pages : 227
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Book Description
The first book-length empirical investigation of writing center directors’ labor, The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris’s Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to. The study shows directors engaged in various types of labor—everyday, disciplinary, and emotional—and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative “bloat” in academe. The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.
Author: Paula Gillespie
Publisher: Routledge
ISBN: 1135663068
Category : Education
Languages : en
Pages : 296
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Book Description
Writing centres exist in nearly every university in the US. This title seeks to open, to formalize, and to further the dialogue about research in and about writing centres. The essays in this volume offer accounts of research and demonstrate a range of methodologies.
Author: Jo Mackiewicz
Publisher: Routledge
ISBN: 0429581866
Category : Education
Languages : en
Pages : 512
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Book Description
This collection helps students and researchers understand the foundations of writing center studies in order to make sound decisions about the types of methods and theoretical lenses that will help them formulate and answer their research questions. In the collection, accomplished writing center researchers discuss the theories and methods that have enabled their work, providing readers with a useful and accessible guide to developing research projects that interest them and make a positive contribution. It introduces an array of theories, including genre theory, second-language acquisition theory, transfer theory, and disability theory, and guides novice and experienced researchers through the finer points of methods such as ethnography, corpus analysis, and mixed-methods research. Ideal for courses on writing center studies and pedagogy, it is essential reading for researchers and administrators in writing centers and writing across the curriculum or writing in the disciplines programs.
Author: R. Mark Hall
Publisher: University Press of Colorado
ISBN: 1607325829
Category : Language Arts & Disciplines
Languages : en
Pages : 182
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Book Description
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.
Author: Elizabeth Kleinfeld
Publisher: University Press of Colorado
ISBN: 1646426118
Category : Language Arts & Disciplines
Languages : en
Pages : 221
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Book Description
Disruptive Stories uses an activist editing method to select and publish authors that have been marginalized in scholarly conversations and enrich the understanding of lived writing center experiences that have been underrepresented in writing center scholarship. These chapters explore how marginality affects writing centers, the people who work in them, and the scholarship generated from them by examining the consequences—both positive and negative—of marginalization through a mix of narratives and research. Contributors provide unique perspectives ranging across status, role, nationality, race, and ability. While US tenure-track writing center administrators (WCAs) do not make up the majority of those who hold WCA positions in writing centers, they are more likely to be the storytellers of the writing center grand narrative. They publish more, present more conference papers, edit more journals, and participate more in organizational leadership. This collection complicates that narrative by adding marginalized voices and experiences in three thematic categories: structural marginalization, globalization and marginalization, and embodied marginalization. Disruptive Stories spurs further conversations about ways to improve the review process in writing center scholarship so that it more accurately reflects the growing diversity of its administrators and practitioners.
Author: Georganne Nordstrom
Publisher: Routledge
ISBN: 1000348377
Category : Language Arts & Disciplines
Languages : en
Pages : 121
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Book Description
This book presents a model of Practitioner Inquiry (PI) as a systematic form of empirical research and provides a rationale for its suitability within a writing center context. Exploring the potential of writing centers as pedagogical sites that support research, the book offers an accessible model that guides both research and practice for writing center practitioners, while offering flexibility to account for their distinct contexts of practice. Responding to the increasing call in the field to produce empirical “RAD” (replicable, aggregable, data-driven) research, the author explores Practitioner Inquiry through explication of methodology and methods, a revisitation of collaboration to guide both practice and research, and examples of application of the model. Nordstrom grounds this research and scholarship in Hawaiʻi’s context and explores Indigenous concepts and approaches to inform an ethical collaborative practice. Offering significant contributions to empirical research in the fields of writing center studies, composition, and education, this book will be of great relevance to writing center practitioners, anyone conducting empirical research, and researchers working in tutor professionalization, collaboration, translingual literacy practices, and researchmethodologies.
Author: Courtney Adams Wooten
Publisher: University Press of Colorado
ISBN: 1607326337
Category : Language Arts & Disciplines
Languages : en
Pages : 457
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Book Description
WPAs in Transition shares a wide variety of professional and personal perspectives about the costs, benefits, struggles, and triumphs experienced by writing program administrators making transitions into and out of leadership positions. Contributors to the volume come from various positions, as writing center directors, assistant writing program administrators, and WPAs; mixed settings, including community colleges, small liberal arts colleges, and research institutions; and a range of career stages, from early to retiring. They recount insightful anecdotes and provide a scholarly context in which WPAs can share experiences related to this long-ignored aspect of their work. During such transitions, WPAs and other leaders who function as both administrators and faculty face the professional and personal challenges of redefining who they are, the work they do, and with whom they collaborate. WPAs in Transition creates a grounded and nuanced experiential understanding of what it means to navigate changing roles, advancing the dialogue around WPAs’ and other administrators’ identities, career paths, work-life balance, and location, and is a meaningful addition to the broader literature on administration and leadership. Contributors: Mark Blaauw-Hara, Christopher Blankenship, Jennifer Riley Campbell, Nicole I. Caswell, Richard Colby, Steven J. Corbett, Beth Daniell, Laura J. Davies, Jaquelyn Davis, Holland Enke, Letizia Guglielmo, Beth Huber, Karen Keaton Jackson, Rebecca Jackson, Tereza Joy Kramer, Jackie Grutsch McKinney, Kerri K. Morris, Liliana M. Naydan, Reyna Olegario, Kate Pantelides, Talinn Phillips, Andrea Scott, Paul Shovlin, Bradley Smith, Cheri Lemieux Spiegel, Sarah Stanley, Amy Rupiper Taggart, Molly Tetreault, Megan L. Titus, Chris Warnick
