A Rhetoric for Writing Program Administrators 2e

The Writing Program Administration series provides a venue for scholarly monographs and projects that are research- or ... edited by Joseph Janangelo (2016) A Rhetoric for Writing Program Administrators edited by Rita Malenczyk, 2nd ed.

Author: Rita Malenczyk

Publisher: Parlor Press LLC

ISBN: 9781602358492

Category: Language Arts & Disciplines

Page: 541

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A Rhetoric for Writing Program Administrators (2nd Edition) presents the major issues and questions in the field of writing program administration. The collection provides aspiring, new, and seasoned WPAs with the theoretical lenses, terminologies, historical contexts, and research they need to understand the nature, history, and complexities of their intellectual and administrative work.

A Critical Look at Institutional Mission

Her work on the rhetoric and politics of writing program and center administration has appeared in a range of journals, ... A Rhetoric for Writing Program Administrators (Parlor Press) has just appeared in a second edition (July 2016).

Author: Joseph Janangelo

Publisher: Parlor Press LLC

ISBN: 9781602358430

Category: Language Arts & Disciplines

Page: 262

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This book explores the relevance of institutional mission to writing program administration and writing center direction. It helps WPAs and writing center directors understand the challenges and opportunities mission can pose to their work. It also examines ways WPAs and writing center directors can work with and against mission statements and legacy practices to do their best work.

Writing Program Administration at Small Liberal Arts Colleges

2nd ed. San Francisco: Jossey-Bass, 1994. —. “Use It or Lose It: Power and the WPA.” Ward and Carpenter 106-15. Print. Williams, Raymond. ... “From Rhetoric to Composition: The Teaching of Writing in America to 1900.

Author: Jill M. Gladstein

Publisher: Parlor Press LLC

ISBN: 9781602353077

Category: Education

Page: 290

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WRITING PROGRAM ADMINISTRATION AT SMALL LIBERAL ARTS COLLEGES presents an empirical study of the writing programs at one hundred small, private liberal arts colleges. Jill M. Gladstein and Dara Rossman Regaignon provide detailed information about a type of writing program not often highlighted in the scholarly record and offer a model for such national, multi-institutional research.

Writing Program Administration

The beginnings of a movement towards an emphasis on exposition, Connors argues, was Henry Day's 1850 text Elements of the Art of Rhetoric (published in a second edition as The Art of Discourse, 1867). Day's analysis of explanatory ...

Author: Susan H. McLeod

Publisher: Parlor Press LLC

ISBN: 9781602352766

Category: Language Arts & Disciplines

Page: 172

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This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading.

Best of the Independent Journals in Rhetoric and Composition 2013

WPA: Writing Program Administration 31.1/2 (2007): 124-49. Print. Beyer, Catharine Hoffman ... How People Learn: Brain, Mind, Experience, and School: Expanded Edition. ... Language Matters: Rhetoric and Writing I as Content Course. WPA: ...

Author: Steve Parks

Publisher: Parlor Press LLC

ISBN: 9781602356443

Category: Computers

Page: 412

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The anthology features work by the following authors and representing these journals: Mya Poe (Across the Disciplines), Michelle Hall Kells (Community Literacy Journal), Liane Robertson, Kara Taczak, and Kathleen Blake Yancey (Composition Forum), Paula Rosinski and Tim Peeples (Composition Studies), Mark Sample, Annette Vee, David M Rieder, Alexandria Lockett, Karl Stolley, and Elizabeth Losh (Enculturation), Andrew Vogel (Harlot), Steve Lamos (Journal of Basic Writing), Steve Sherwood (Journal of Teaching Writing), Scott Nelson et al. (Kairos), Kate Vieira (Literacy in Composition Studies), Heidi Estrem and E. Shelley Reid (Pedagogy), Rochelle Gregory (Present Tense), Grace Wetzel and “Wes” (Reflections), Eliot Rendleman (The Writing Lab Newsletter), and Rebecca Jones and Heather Palmer (Writing on the Edge).

A Rhetoric of Reflection

In How People Learn: Brain, Mind, Experience, and School: Expanded Edition, 31–50. Washington, DC: National Academies ... “Language Matters: Rhetoric and Writing I as Content Course.” WPA: Writing Program Administration 26 (3): 87–104.

Author: Kathleen Yancey

Publisher: University Press of Colorado

ISBN: 9781607325161

Category: Language Arts & Disciplines

Page: 338

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Reflection in writing studies is now entering a third generation. Dating from the 1970s, the first generation of reflection focused on identifying and describing internal cognitive processes assumed to be part of composing. The second generation, operating in both classroom and assessment scenes in the 1990s, developed mechanisms for externalizing reflection, making it visible and thus explicitly available to help writers. Now, a third generation of work in reflection is emerging. As mapped by the contributors to A Rhetoric of Reflection, this iteration of research and practice is taking up new questions in new sites of activity and with new theories. It comprises attention to transfer of writing knowledge and practice, teaching and assessment, portfolios, linguistic and cultural difference, and various media, including print and digital. It conceptualizes conversation as a primary reflective medium, both inside and outside the classroom and for individuals and collectives, and articulates the role that different genres play in hosting reflection. Perhaps most important in the work of this third generation is the identification and increasing appreciation of the epistemic value of reflection, of its ability to help make new meanings, and of its rhetorical power—for both scholars and students. Contributors: Anne Beaufort, Kara Taczak, Liane Robertson, Michael Neal, Heather Ostman, Cathy Leaker, Bruce Horner, Asao B. Inoue, Tyler Richmond, J. Elizabeth Clark, Naomi Silver, Christina Russell McDonald, Pamela Flash, Kevin Roozen, Jeff Sommers, Doug Hesse

Rhetorical Machines

ies digital media, rhetoric and writing theory, and professional and technical communication. ... and professional writing programs at her institution, which included mentoring and supervising graduate instructors, administrative work, ...

Author: John Jones

Publisher: University Alabama Press

ISBN: 9780817359546

Category: Language Arts & Disciplines

Page: 293

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A landmark volume that explores the interconnected nature of technologies and rhetorical practice Rhetorical Machines addresses new approaches to studying computational processes within the growing field of digital rhetoric. While computational code is often seen as value-neutral and mechanical, this volume explores the underlying, and often unexamined, modes of persuasion this code engages. In so doing, it argues that computation is in fact rife with the values of those who create it and thus has powerful ethical and moral implications. From Socrates’s critique of writing in Plato’s Phaedrus to emerging new media and internet culture, the scholars assembled here provide insight into how computation and rhetoric work together to produce social and cultural effects. This multidisciplinary volume features contributions from scholar-practitioners across the fields of rhetoric, computer science, and writing studies. It is divided into four main sections: “Emergent Machines” examines how technologies and algorithms are framed and entangled in rhetorical processes, “Operational Codes” explores how computational processes are used to achieve rhetorical ends, “Ethical Decisions and Moral Protocols” considers the ethical implications involved in designing software and that software’s impact on computational culture, and the final section includes two scholars’ responses to the preceding chapters. Three of the sections are prefaced by brief conversations with chatbots (autonomous computational agents) addressing some of the primary questions raised in each section. At the heart of these essays is a call for emerging and established scholars in a vast array of fields to reach interdisciplinary understandings of human-machine interactions. This innovative work will be valuable to scholars and students in a variety of disciplines, including but not limited to rhetoric, computer science, writing studies, and the digital humanities.

Naming What We Know

In A Rhetoric for Writing Program Administrators, edited by Rita Malenczyk, 50–63. ... College Composition and Communication 39 (2): 167–83. http://dx.doi.org/10.2307/358026. ... In Professing the New Rhetoric: A Sourcebook, ed.

Author: Linda Adler-Kassner

Publisher: University Press of Colorado

ISBN: 9780874219906

Category: Language Arts & Disciplines

Page: 256

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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

WPA Writing Program Administration

Cheryl Glenn's The Harbrace Guide to Writing HEILLUAR CHERYL GLENN CHERYL CIENN THE GUIDE TO GWRITING THE HARBRACE GUIDE HARBRACE THE HARBRACE GUIDE TO.WRITING TO WRITING 要复主要事事关主任。 CBXC18 S * Comprehensive Edition Brief ...

Author:

Publisher:

ISBN: IND:30000125386361

Category: English language

Page:

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Transnational Writing Program Administration

Journal of Second Language Writing 9 (3): 293–309. http://dx.doi.org/10.1016/S1060-3743(00)00029-1. Stewart, E., and M. Bennett. 1991. American Cultural Patterns: A CrossCultural Perspective. Rev. ed. Yarmouth, ME: Intercultural Press, ...

Author: David S. Martins

Publisher: University Press of Colorado

ISBN: 9780874219623

Category: Language Arts & Disciplines

Page: 304

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While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

Partners in Literacy

2nd edition. Thousand Oaks, CA: Sage Publications. Harry, D. (2010). Facing the center: Toward an identity ... In D. George (ed), Kitchen cooks, plate twirlers, and troubadours: Writing program administrators tell their stories (pp.

Author: Allen Brizee

Publisher: Rowman & Littlefield

ISBN: 9781475827637

Category: Education

Page: 170

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Partners in Literacy describes the process, research, relationships, and theories that guided a three-year partnership between the Purdue University Writing Lab and two community organizations in Lafayette, Indiana: the Lafayette Adult Resource Academy and WorkOne Express. This partnership resulted in a new section of the globally known Purdue Online Writing Lab (OWL) and the Community Writing and Education Station (CWEST), which featured adult literacy resources in the areas of GED preparation, English as a Second Language, and workplace and job search literacy. Using an empirical and iterative design process, the authors worked closely with their community partners to develop, test, revise, and launch these resources. In Partners in Literacy, the authors argue that writing centers can be effective spaces from which to work with the community and that writing centers’ missions of sustainability, outreach, and research-driven practice can offer valuable philosophies for civic engagement. To support this argument, the book discusses the research methods and findings, the process behind developing and sustaining the three-year engagement project, and the personal relationships that ultimately held the project together.

Keys for Writers Spiral bound Version

Book in a second or subsequent edition After the title, give the edition number, using the abbreviation ed. for edition. ... 5th ed., Cengage Learning, 2016. 18. ... A Rhetoric for Writing Program Administrators. Parlor P, 2013.

Author: Ann Raimes

Publisher: Cengage Learning

ISBN: 9781337516006

Category: Education

Page: 736

View: 962

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Packed with examples and step-by-step guidelines, KEYS FOR WRITERS, 8th Edition, equips readers with tools for effective writing in college and well into their careers and future community work. The text is known for its concise yet thorough explanations, excellent writing samples, and unique difference, not deficit approach to ESL. It is thoroughly updated to reflect 2016 MLA guidelines and includes Key Examples to help readers apply its signature Critical Thinking Framework to reading, source evaluation, source synthesis, and revision. A new Assignment Guide: Keys to Common Genres provides brief, step-by-step writing instructions for fifteen common genres that readers might encounter in their academic and professional careers. The text also highlights the importance of writing to a variety of careers, such as nursing, accounting, law, and IT. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Crossing Borders Drawing Boundaries

Karen P. Peirce is associate director of the Center for Writers at North Dakota State University. ... research methods, writing program administration, transcontextual literary practices, feminist rhetorics, and teacher preparation.

Author: Barbara Couture

Publisher: University Press of Colorado

ISBN: 9781607324034

Category: Language Arts & Disciplines

Page: 312

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With growing anxiety about American identity fueling debates about the nation’s borders, ethnicities, and languages, Crossing Borders, Drawing Boundaries provides a timely and important rhetorical exploration of divisionary bounds that divide an Us from a Them. The concept of “border” calls for attention, and the authors in this collection respond by describing it, challenging it, confounding it, and, at times, erasing it. Motivating us to see anew the many lines that unite, divide, and define us, the essays in this volume highlight how discourse at borders and boundaries can create or thwart conditions for establishing identity and admitting difference. Each chapter analyzes how public discourse at the site of physical or metaphorical borders presents or confounds these conditions and, consequently, effective participation—a key criterion for a modern democracy. The settings are various, encompassing vast public spaces such as cities and areas within them; the rhetorical spaces of history books, museum displays, activist events, and media outlets; and the intimate settings of community and classroom conversations. Crossing Borders, Drawing Boundaries shows how rich communication can be when diverse cultures intersect and create new opportunities for human connection, even while different populations, cultures, age groups, and political parties adopt irreconcilable positions. It will be of interest to scholars in rhetoric and literacy studies and students in rhetorical analysis and public discourse. Contributors include Andrea Alden, Cori Brewster, Robert Brooke, Randolph Cauthen, Jennifer Clifton, Barbara Couture, Vanessa Cozza, Anita C. Hernández, Roberta J. Herter, Judy Holiday, Elenore Long, José A. Montelongo, Karen P. Peirce, Jonathan P. Rossing, Susan A. Schiller, Christopher Schroeder, Tricia C. Serviss, Mónica Torres, Kathryn Valentine, Victor Villanueva, and Patti Wojahn.

Handbook of Writing Research Second Edition

writing and knowledge that served to foster development over the 2-year period. ... openness, creativity, and flexibility which enhance their writing (Council of Writing Program Administrators, National Council of Teachers of English, ...

Author: Charles A. MacArthur

Publisher: Guilford Publications

ISBN: 9781462529315

Category: Language Arts & Disciplines

Page: 464

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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.

Crossing Divides

Exploring Translingual Writing Pedagogies and Programs Bruce Horner, Laura Tetreault ... and presentations focus on composition and basic writing pedagogies, writing program administration, rhetorical theory, and intercultural rhetoric.

Author: Bruce Horner

Publisher: University Press of Colorado

ISBN: 9781607326205

Category: Language Arts & Disciplines

Page: 224

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Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy

Writing in the Works 2016 MLA Update

MindTap® English for Blau/Burak's Writing in the Works 2nd edition engages your students to become in the Works in the Works ... including PowerPoint slides, the instructor's manual, and a guide to using this book to meet WPA outcomes, ...

Author: Susan Blau

Publisher: Cengage Learning

ISBN: 9781337517737

Category: Education

Page: 688

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In this fourth edition of WRITING IN THE WORKS, the authors have maintained their dual focus on writing as both an academic and practical tool. At the same time, they have updated the content and the spirit of the book for the contemporary writing environment. Students learn to write for the digital world—where visual and verbal messages are inseparable—and do so by exploring serious ideas that will engage a real-world audience. Throughout the book, and in three new chapters, the authors emphasize the skills of synthesizing, defining, and evaluating—skills central to the development of good academic writing and good real-world writing. Students are encouraged to take chances, think big thoughts, and practice skills which will prepare them to ride the global communications wave as more confident, capable writers. This edition has been updated to reflect guidelines from the 2016 MLA HANDBOOK, Eighth Edition. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Working in the Archives

Practical Research Methods for Rhetoric and Composition Alexis E. Ramsey, Wendy B Sharer, Barbara L'Eplattenier, Lisa Mastrangelo ... Her articles have appeared in Rhetorica, College Composition and Communication, WPA: Writing Program ...

Author: Alexis E. Ramsey

Publisher: SIU Press

ISBN: 9780809386895

Category: Language Arts & Disciplines

Page: 336

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Archival research of any magnitude can be daunting. With this in mind, Alexis E. Ramsey, Wendy B. Sharer, Barbara L’Eplattenier, and Lisa Mastrangelo have developed an indispensable volume for the first-time researcher as well as the seasoned scholar. Working in the Archives is a guide to the world of rhetoric and composition archives, from locating an archival source and its materials to establishing one’s own collection of archival materials. This practical volume provides insightful information on a variety of helpful topics, such as basic archival theory, processes, and principles; the use of hidden or digital archives; the intricacies of searching for and using letters and photographs; strategies for addressing the dilemmas of archival organization without damaging the provenance of materials; the benefits of seeking sources outside academia; and the difficult (yet often rewarding) aspects of research on the Internet. Working in the Archives moves beyond the basics to discuss the more personal and emotional aspects of archival work through the inclusion of interviews with experienced researchers such as Lynée Lewis Gaillet, Peter Mortensen, Kathryn Fitzgerald, Kenneth Lindblom, and David Gold. Each shares his or her personal stories of the joys and challenges that face today’s researchers. Packed with useful recommendations, this volume draws on the knowledge and experiences of experts to present a well-rounded guidebook to the often winding paths of academic archival investigation. These in-depth yet user-friendly essays provide crucial answers to the myriad questions facing both fledgling and practiced researchers, making Working in the Archives an essential resource.

A Short History of Writing Instruction

This third edition embraces the periphery to include recent investigations of how writing was taught to students ... 2 Albert R. Kitzhaber, Rhetoric in American Colleges, 1850–1900 (Dallas: Southern Methodist University Press, 1990).

Author: James Jerome Murphy

Publisher: Routledge

ISBN: 9780415897457

Category: Language Arts & Disciplines

Page: 304

View: 282

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Short enough to be synoptic, yet long enough to be usefully detailed, A Short History of Writing Instruction is the ideal text for undergraduate courses and graduate seminars in rhetoric and composition. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, the rise of vernaculars, and writing as a force for democratization. The collection is rich in scholarship and critical perspectives, which is made accessible through the robust list of pedagogical tools included, such as the Key Concepts listed at the beginning of each chapter, and the Glossary of Key Terms and Bibliography for Further Study provided at the end of the text. Further additions include increased attention to orthography, or the physical aspects of the writing process, new material on high school instruction, sections on writing in the electronic age, and increased coverage of women rhetoricians and writing instruction of women. A new chapter on writing instruction in Late Medieval Europe was also added to augment coverage of the Middle Ages, fill the gap in students' knowledge of the period, and present instructional methods that can be easily reproduced in the modern classroom.

Talk about Writing

Based on comments about the first edition of TAW, we added a third goal: (3) to expand our discussion of research ... rhetoric and composition researchers and students (most likely graduate students), writing program administrators, ...

Author: Jo Mackiewicz

Publisher: Routledge

ISBN: 9781351272629

Category: Language Arts & Disciplines

Page: 226

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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.