The Oxford Guide for Writing Tutors: Practice and Research

Paperback | April 15, 2015

byLauren Fitzgerald, Melissa Ianetta

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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.

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From the Publisher

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...

Lauren Fitzgerald is Director of the Wilf Campus Writing Center and Associate Professor of English at Yeshiva University. Melissa Ianetta is Director of the Writing Center and Associate Professor of English at the University of Delaware. They have published on writing centers, writing center scholarship, writing program administration,...
Format:PaperbackDimensions:616 pages, 9 × 6 × 0.68 inPublished:April 15, 2015Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:019994184X

ISBN - 13:9780199941841

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Table of Contents

PrefaceA Word About People, Places, and Writing InstructionA Word About the Work We DoWriting about TutoringA Word about the Book's StructureAcknowledgementsSECTION 1. INTRODUCTION TO TUTORING WRITING1. Introduction To Writing and ResearchIntroductionWriting ResearchThree Concerns for Any ResearcherPlaces To Search for Research in the Field2. Tutoring Writing: What, Why, Where, and WhenIntroductionWhat is a Writing Center? What is a Writing Tutor?What is a Writing Center? Historical ViewsWhat is Writing Center? Theoretical ViewsSECTION 2. A TUTOR'S HANDBOOK3. Tutoring PracticesIntroductionFoundational Advice for Writing TutorsAn Overview of Writing Tutoring SessionsTutoring Is ConversationTutoring is Not Just Any ConversationFinal Reflections on this Chapter4. Authoring ProcessesIntroductionWriting ProcessesWriting Tutors and Writing ProcessesAuthoringPlagiarismHelping Writers With Citation PracticesAuthoring, Plagiarism, and Writing Tutoring Programs5. Tutor and Writer IdentitiesIntroductionIdentity and Writing Tutoring ProgramsIdentity and Tutoring StrategiesTutoring across Language and Culture DifferencesTutoring across Physical and Learning DifferencesU.S. Academic Writing6. Tutoring Writing In and Across The DisciplinesIntroductionAcademic Writing(s)A Genre-Based Approach to Tutoring WritingGeneralist and Specialist TutoringStrategies for Tutoring Disciplinary Writing and Specialized GenresStrategies for Writing Fellows7. New Media and Online TutoringIntroductionWhat's Old About New Media and Online Tutoring?A Rhetorical Approach to TutoringTutoring New MediaOnline TutoringReflecting on Our ConceptionsSECTION 3. RESEARCH METHODS FOR WRITING TUTORS8. The Kinds of Research - and The Kinds of Questions They Can AnswerIntroductionLore and MethodArgumentReliability and ValidityAudienceEthics9. Looking Through Lenses: Theoretically-Based InquiryIntroductionTheorizing Not TheoryWhat is Theory?What is Your Theory?What Can You Do with Your Theory?How Should You Apply Your Theory?10. Learning From the Past: Historical ResearchIntroductionWhy Write History?History, Subjectivity, and HistoriographyHistory, Enlightenment, and The Postmodern ConditionFrom Historiography to History: Ways to Read and Evaluate Historical ResearchKinds of HistoryCreating HistoriesPeople as Scholarly Resources: Creating Oral HistoriesCollaboration, Accessibility, and the Creation of Writing Center HistoryFrom Reading and Researching to Writing Histories11. Show Me: Empirical Evidence and Tutor ResearchIntroductionTypes of Empirical ResearchWhat Constitutes Empirical Research?On Mixing MethodsReading Empirical ResearchQuantitative ResearchQualitative ResearchWhat's Happening Now: Survey MethodIt's Not Just What You Say, It's How You Say It: Discourse AnalysisIsn't that Just Typical! Case StudyA Final World on MethodSECTION 4. READINGS FROM THE RESEARCHRebecca Day B. Babcock: When Something Is Not Quite Right: Pragmatic Impairment and Compensation in the College Writing TutorialBrooke Baker: Safe Houses and Contact Zones: Reconsidering the Basic Writing TutorialAlicia Brazeau: Groupies and Singletons: Student Preferences in Classroom-Based Writing ConsultingMara Brecht: Basic Literacy: Mediating between Power ConstructsRenee Brown, Brian Fallon, Jessica Lott, Elizabeth Matthews, and Elizabeth Mintie: Taking on Turnitin: Tutors Advocating ChangeKenneth Bruffee: Peer Tutoring and the "Conversation of Mankind"Nathalie DeCheck: The Power of Common Interest for Motivating Writers: A Case StudyJonathan Doucette: Composing Queers: The Subversive Potential of the Writing CenterBrian Fallon: Why My Best Teachers Are Peer TutorsJackie Grutsch McKinney: New Media Matters: Tutoring in the Late Age of PrintAllison Hitt: Access for All: The Role of Dis/Ability in Multiliteracy CentersRuth Johnson, Beth Clark, and Mario Burton: Finding Harmony in Disharmony: Engineering and English StudiesNeal Lerner: Searching for Robert MooreJo Mackiewicz and Isabelle Thompson: Motivational Scaffolding, Politeness, and Writing Center TutoringCameron Mozafari: Creating Third Space: ESL Tutoring as Cultural MediationFrances Nan: Bridging the Gap: Essential Issues to Address in Recurring Writing Center Appointments with Chinese ELL StudentsJennifer Nicklay: Got Guilt? Consultant Guilt in the Writing Center CommunityClaire Elizabeth O'Leary: It's Not What You Say, but How You Say It (and to Whom): Accommodating Gender in the Writing ConferenceJeff Reger: Postcolonialism, Acculturation, and the Writing CenterMandy Suhr-Sytsma and Shan-Estelle Brown: Addressing the Everyday Language of Oppression in the Writing CenterMolly Wilder: A Quest for Student Engagement: A Linguistic Analysis of Writing Conference Discourse

Editorial Reviews

"Fitzgerald and Ianetta see new trends before the rest of us. They will have instant credibility with the entire writing center community." --R. Mark Hall, University of Central Florida