The Oxford Guide for Writing Tutors

The Oxford Guide for Writing Tutors introduces two conversations to the tutor's preparation, one about the creation of knowledge in writing programs, the other about tutor research.

Author: Melissa Ianetta

Publisher: Oxford University Press, USA

ISBN: 019994184X

Category: Education

Page: 616

View: 566


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.

Redefining Roles

The Oxford Guide for Writing Tutors: Practice and Research. New York: Oxford University Press. Funt, Alex, and Sarah Miller Esposito. 2019. “Video Recording in the Writing Center.” WLN: A Journal of Writing Center Scholarship 43 (5–6): ...

Author: Megan Swihart Jewell

Publisher: University Press of Colorado

ISBN: 9781646420858

Category: Language Arts & Disciplines

Page: 288

View: 114


Redefining Roles is the first book to recognize and provide sustained focus on the presence of professional, faculty, and graduate student consultants in writing centers. A significant number of writing centers employ non-peer consultants, yet most major training manuals are geared toward undergraduate tutoring practices or administrators. This collection systematically addresses this gap in the literature while initiating new conversations regarding writing center staffing. Thirty-two authors, consultants, and administrators from diverse centers—from large public four-year institutions to a private, online for-profit university—provide both theoretical frameworks and practical applications in eighteen chapters. Ten chapters focus on graduate consultants and address issues of authority, training, professional development, and mentoring, and eight focus on professional and faculty consultant training as well as specific issues of identity and authority. By sharing these voices, Redefining Roles broadens the very idea of writing centers while opening the door to more dialogue on the important role these practitioners play. Redefining Roles is designed for writing center practitioners, scholars, and staff. It is also a necessary addition to help campus administrators in the ongoing struggle to validate the intellectually complex work that such staff performs. Contributors: Fallon N. Allison, Vicki Behrens, Cassie J. Brownell, Matt Burchanoski, Megan Boeshart Burelle, Danielle Clapham, Steffani Dambruch, Elise Dixon, Elizabeth Festa, Will Fitzsimmons, Alex Frissell, Alex Funt, Genie Giaimo, Amanda Gomez, Lisa Lamson, Miriam E. Laufer, Kristin Messuri, Rebecca Nowacek, Kimberly Fahle Peck, Mark Pedretti, Irina Ruppo, Arundhati Sanyal, Anna Scanlon, Matthew Sharkey-Smith, Kelly A. Shea, Anne Shiell, Anna Sicari, Catherine Siemann, Meagan Thompson, Lisa Nicole Tyson, Marcus Weakley, Alex Wulff

Writing Centers in the Higher Education Landscape of the Arabian Gulf

The Longman guide to peer tutoring. New York: Addison-Wesley Longman. Jones, C. (2001). The relationship between WCs and improvement in writing ability: An assessment of the literature. ... The Oxford guide for writing tutors.

Author: Osman Z. Barnawi

Publisher: Springer

ISBN: 9783319553665

Category: Education

Page: 259

View: 404


This book addresses issues surrounding writing centers in the Arabian Gulf region. Including a foreword by Professor Ken Hyland, it brings together a number of thought-provoking chapters on the history, concept, and ground realities coupled with critical comparative discussions of writing centres in the region. The book begins by offering critical historical accounts of writing centers in the Gulf countries, before moving onto empirical research and reports on pedagogical practices that vividly capture the on-the-ground realities faced and experienced by different actors. These accounts serve to highlight how the writing centers vary between countries, as well as how they differ from the more well-known writing centers in the US and the UK. Finally, the book explores what sort of commonalities and differences the current trend of writing centres is producing within and between the six countries of the Arabian Gulf. This book will be highly relevant to those involved with writing centres along with directors, policymakers, researchers and teacher educators in the fields of Education and Sociology, particularly those with an interest in the Arabian Gulf area.

Re Writing the Center

Fitzgerald, Lauren, and Melissa Ianetta. 2015. The Oxford Guide for Writing Tutors. Oxford: Oxford University Press. Geisler, Cheryl. 1994. “Literacy and Expertise.” Language and Learning across the Disciplines 1 (1): 35–57.

Author: Susan Lawrence

Publisher: University Press of Colorado

ISBN: 9781607327516

Category: Language Arts & Disciplines

Page: 288

View: 864


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

Theories and Methods of Writing Center Studies

Mozafari, C. (2016). Creating third space: ESL tutoring as cultural mediation. In L. Fitzgerald & M. Ianetta (Eds.), The Oxford guide for writing tutors: Practice and research (pp. 449–463). New York, NY: Oxford University Press.

Author: Jo Mackiewicz

Publisher: Routledge

ISBN: 9780429581861

Category: Language Arts & Disciplines

Page: 230

View: 475


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.

The Naylor Report on Undergraduate Research in Writing Studies

2016a “What Tutor Researchers and Their Mentors Tell Us About Undergraduate Research in the Writing Center: An Exploratory Study.” The Writing Center Journal 35, no. ... The Oxford Guide for Writing Tutors: Practice and Research.

Author: Dominic​ DelliCarpini

Publisher: Parlor Press LLC

ISBN: 9781643171586

Category: Language Arts & Disciplines

Page: 287

View: 126


The Naylor Report on Undergraduate Research in Writing Studies combines scholarly research with practical advice for practitioners of undergraduate research in writing studies, including student researchers, mentors, and program administrators. Building upon the 1998 Boyer Commission Report, Reinventing Undergraduate Education, this book provides insight into the growth of undergraduate research over the last twenty years. Contributors demonstrate how undergraduate research serves students and their mentors as well as sponsoring programs, departments, and institutions. The Naylor Report also illustrates how making research central to undergraduate education helps advance the discipline. Organized in two parts, Part I focuses on defining characteristics of undergraduate research in writing studies: mentoring, research methods, contribution to knowledge, and circulation. Part II focuses on critical issues to consider, such as access, curriculum, and institutional support.

Composition Rhetoric and Disciplinarity

““What Being a Peer Writing Tutor Can Do for You. ... WCJBlog Community, April 8. ... The Oxford Guide for Writing Tutors: Practice and Research.

Author: Rita Malenczyk

Publisher: University Press of Colorado

ISBN: 9781607326953

Category: Language Arts & Disciplines

Page: 362

View: 589


Edited by four nationally recognized leaders of composition scholarship, Composition, Rhetoric, and Disciplinarity asks a fundamental question: can Composition and Rhetoric, as a discipline, continue its historical commitment to pedagogy without sacrificing equal attention to other areas, such as research and theory? In response, contributors to the volume address disagreements about what it means to be called a discipline rather than a profession or a field; elucidate tensions over the defined breadth of Composition and Rhetoric; and consider the roles of research and responsibility as Composition and Rhetoric shifts from field to discipline. Outlining a field with a complex and unusual formation story, Composition, Rhetoric, and Disciplinarity employs several lenses for understanding disciplinarity—theory, history, labor, and pedagogy—and for teasing out the implications of disciplinarity for students, faculty, institutions, and Composition and Rhetoric itself. Collectively, the chapters speak to the intellectual and embodied history leading to this point; to questions about how disciplinarity is, and might be, understood, especially with regard to Composition and Rhetoric; to the curricular, conceptual, labor, and other sites of tension inherent in thinking about Composition and Rhetoric as a discipline; and to the implications of Composition and Rhetoric’s disciplinarity for the future. Contributors: Linda Adler-Kassner, Elizabeth H. Boquet, Christiane Donahue, Whitney Douglas, Doug Downs, Heidi Estrem, Kristine Hansen, Doug Hesse, Sandra Jamieson, Neal Lerner, Jennifer Helene Maher, Barry Maid, Jaime Armin Mejía, Carolyn R. Miller, Kelly Myers, Gwendolynne Reid, Liane Robertson, Rochelle Rodrigo, Dawn Shepherd, Kara Taczak

They re All Writers

Teaching Peer Tutoring in the Elementary Writing Center Jennifer Sanders, Rebecca L. Damron ... Socially mediated instruction: Improving students'' knowledge and talk about writing. ... The Oxford guide for writing tutors.

Author: Jennifer Sanders

Publisher: Teachers College Press

ISBN: 9780807758205

Category: Education

Page: 176

View: 912


"They're All Writers" will help teachers explore the power of writing centers. In elementary school classrooms across the country, writing instruction (not grammar worksheets or spelling drills) is still the neglected "R." In this book, classroom teachers will find foundational information about the writing process with everything they need to begin and facilitate a peer tutoring writing center. Student-led writing centers harness the social and instructional power of students working and learning together, and this book includes specific lessons to teach students how to be effective peer tutors and how to be better writers.

The Routledge Handbook of Digital Writing and Rhetoric

The Oxford Guide for Writing Tutors: Practice and Research, and Praxis: A Writing Center Journal. Her research and teaching in all courses attends to rhetorical issues of accessibility and social justice. Mary E. Hocks is an associate ...

Author: Jonathan Alexander

Publisher: Routledge

ISBN: 9781315518473

Category: Language Arts & Disciplines

Page: 468

View: 202


This handbook brings together scholars from around the globe who here contribute to our understanding of how digital rhetoric is changing the landscape of writing. Increasingly, all of us must navigate networks of information, compose not just with computers but an array of mobile devices, increase our technological literacy, and understand the changing dynamics of authoring, writing, reading, and publishing in a world of rich and complex texts. Given such changes, and given the diverse ways in which younger generations of college students are writing, communicating, and designing texts in multimediated, electronic environments, we need to consider how the very act of writing itself is undergoing potentially fundamental changes. These changes are being addressed increasingly by the emerging field of digital rhetoric, a field that attempts to understand the rhetorical possibilities and affordances of writing, broadly defined, in a wide array of digital environments. Of interest to both researchers and students, this volume provides insights about the fields of rhetoric, writing, composition, digital media, literature, and multimodal studies.

A Critical Look at Institutional Mission

A Guide for Writing Program Administrators Joseph Janangelo ... With Melissa Ianetta, she edited The Writing Center Journal (2008–13) and wrote The Oxford Guide for Writing Tutors: Practice and Research (Oxford UP 2015).

Author: Joseph Janangelo

Publisher: Parlor Press LLC

ISBN: 9781602358430

Category: Language Arts & Disciplines

Page: 262

View: 213


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.

How to Get Started in Arts and Humanities Research with Undergraduates

... dealing with methodological diversity in writing studies, I summarize sections of a textbook for undergraduate writing tutors that I coauthored with Melissa Ianetta, The Oxford Guide for Writing Tutors: Practice and Research (2015).

Author: Iain Crawford

Publisher: Council on Undergraduate Research

ISBN: 9780941933056

Category: Education

Page: 136

View: 995


How to Get Started in Arts and Humanities Research with Undergraduates is designed for faculty members and administrators who wish to develop opportunities for undergraduate research, scholarship, and creative work in the arts and humanities. Since the scholarly norms, definitions of research, and roles of collaboration and individual study in the arts and humanities can differ from those in the sciences, the book contributes new ideas for meaningful student participation in the scholarship of these disciplines and for connections to faculty work. Written by faculty with substantial expertise in working with undergraduate researchers, the book’s 11 chapters offer models of successful practice in a wide range of disciplines and cross-disciplinary programs, and demonstrate the integral role of undergraduate research in these disciplines.

Pedagogical Perspectives on Cognition and Writing

The Writing Center Journal, vol. 34, no. 1, 2014, pp. 105–33. Fitzgerald, Lauren, and Melissa Ianetta. The Oxford Guide for Writing Tutors: Practice and Research. Oxford UP, 2015. Geller, Anne Ellen, et al. The Everyday Writing Center: ...

Author: J. Michael Rifenburg

Publisher: Parlor Press LLC

ISBN: 9781643172491

Category: Psychology

Page: 361

View: 843


Pedagogical Perspectives on Cognition and Writing addresses a scholarly audience in writing studies, specifically scholars and teachers of writing, writing program administrators, and writing center scholars and administrators. Chapters focus on the place of cognition in threshold concepts, teaching for transfer, rhetorical theory, trauma theory, genre, writing centers, community writing, and applications of the Framework for Success in Postsecondary Writing. The 1980s witnessed a growing interest in writing studies on cognitive approaches to studying and teaching college-level writing. While some would argue this interest was simply of a moment, we argue that cognitive theories still have great influence in writing studies and have substantial potential to continue reinvigorating what we know about writing and writers. By grounding this collection in ongoing interest in writing-related transfer, the role of metacognition in supporting successful transfer, and the habits of mind within the Framework for Success in Postsecondary Writing, Pedagogical Perspectives on Cognition and Writing highlights the robust but also problematic potential cognitive theories of writing hold for how we research writing, how we teach and tutor writers, and how we work with community writers. Pedagogical Perspectives on Cognition and Writing includes a foreword by Susan Miller-Cochran and an afterword by Asao Inoue. Additional contributors include Melvin E. Beavers, Subrina Bogan, Harold Brown, Christine Cucciarre, Barbara J. D’Angelo, Gita DasBender, Tonya Eick, Gregg Fields, Morgan Gross, Jessica Harnisch, David Hyman, Caleb James, Peter H. Khost, William J. Macauley, Jr., Heather MacDonald, Barry M. Maid, Courtney Patrick-Weber, Patricia Portanova, Sherry Rankins-Robertson, J. Michael Rifenburg, Duane Roen, Airlie Rose, Wendy Ryden, Thomas Skeen, Michelle Stuckey, Sean Tingle, James Toweill, Martha A. Townsend, Kelsie Walker, and Bronwyn T. Williams.

Multimodal Composing

Assessing the types and focus of tutor-training guides currently available to writing center practitioners, she builds an ... found in Lauren Fitzgerald and Melissa Ianetta's The Oxford Guide for Writing Tutors: Practice and Research.

Author: Lindsay A. Sabatino

Publisher: University Press of Colorado

ISBN: 9781607328469

Category: Language Arts & Disciplines

Page: 238

View: 324


Multimodal Composing provides strategies for writing center directors and consultants working with writers whose texts are visual, technological, creative, and performative—texts they may be unaccustomed to reading, producing, or tutoring. This book is a focused conversation on how rhetorical, design, and multimodal principles inform consultation strategies, especially when working with genres that are less familiar or traditional. Multimodal Composing explores the relationship between rhetorical choices, design thinking, accessibility, and technological awareness in the writing center. Each chapter deepens consultants’ understanding of multimodal composing by introducing them to important features and practices in a variety of multimodal texts. The chapters’ activities provide consultants with an experience that familiarizes them with design thinking and multimodal projects, and a companion website ( offers access to additional resources that are difficult to reproduce in print (and includes updated links to resources and tools). Multimodal projects are becoming the norm across disciplines, and writers expect consultants to have a working knowledge of how to answer their questions. Multimodal Composing introduces consultants to key elements in design, technology, audio, and visual media and explains how these elements relate to the rhetorical and expressive nature of written, visual, and spoken communication. Peer, graduate student, professional tutors and writing center directors will benefit from the activities and strategies presented in this guide. Contributors: Patrick Anderson, Shawn Apostel, Jarrod Barben, Brandy Ball Blake, Sarah Blazer, Brenta Blevins, Russell Carpenter, Florence Davies, Kate Flom Derrick, Lauri Dietz, Clint Gardner, Karen J. Head, Alyse Knorr, Jarret Krone, Sohui Lee, Joe McCormick, Courtnie Morin, Alice Johnston Myatt, Molly Schoen, James C. W. Truman

Researching Writing

The Oxford Guide for Writing Tutors: Practice and Research. New York: Oxford University Press. Grobman, Laurie, and Joyce Kinkead. 2010. Undergraduate Research in English Studies. Urbana, IL: NCTE. Hughes, Michael A., and George F.

Author: Joyce Kinkead

Publisher: University Press of Colorado

ISBN: 9781607324799

Category: Language Arts & Disciplines

Page: 356

View: 122


Researching Writing is an accessible, informative textbook that teaches undergraduates how to conduct ethical, authentic research in writing studies. The book introduces students to the research approaches used most often and offers a course framework for professors creating or teaching research courses themselves. Author Joyce Kinkead lays out the research process, including finding and defining questions, planning, and starting the research. Expository content introduces the language and methods of writing research, and specific methods are demonstrated in published examples, illustrating student work using student work and showing that it is possible for students to join the scholarly conversation in writing studies. Other features include student activities, instructor resources, student resources, and links to external content on journal websites, digital publications, YouTube, and similar work. The first-ever textbook for research methods in writing studies for undergraduates, Researching Writing takes a hands-on approach that excites and engages students in the depth and complexities of research and will influence the creation of courses in new writing majors as the field continues to grow.

Creole Composition

The power for common interest for motivating writers: A case study. In L. Fitzgerald & M. Ianetta (Eds.), The Oxford guide for writing tutors: Practice and research (pp. 336–342). Oxford: Oxford University Press. DiPardo, A. (2011).

Author: Vivette Milson-Whyte

Publisher: Parlor Press LLC

ISBN: 9781643171135

Category: Language Arts & Disciplines

Page: 381

View: 285


Creole Composition is a collection featuring essays by scholars and teachers-researchers working with students in/from the Anglophone Caribbean. Arising from a need to define what writing instruction in the Caribbean means, Creole Composition expands the existing body of research literature about the teaching of writing at the postsecondary level in the Caribbean region. To this end, it speaks to critical disciplinary conversations of rhetoric and composition and academic literacies while addressing specific issues with teaching academic writing to Anglophone Caribbean students. It features chapters addressing language, approaches to teaching, assessing writing, administration, and research in postsecondary education as well as professionalization of writing instructors in the region. Some chapters reflect traditional Caribbean attitudes to postsecondary writing instruction; other chapters seek to reform these traditional practices. Some chapters’ interventions emerge from discussions in writing studies while other chapters reflect their authors’ primary training in other fields, such as applied linguistics, education, and literary studies. Additionally, the chapters use a variety of styles and methods, ranging from highly personal reflective essays to theoretical pieces and empirical studies following IMRaD format. Creole Composition, the first of its kind in the region, provides much-needed knowledge to the community of teacher-researchers in the Anglophone Caribbean and elsewhere in the fields of rhetoric and composition, writing studies, and academic literacies. In suggesting frameworks around which to build and further institutionalize and professionalize writing studies in the region, the collection advances the broader field of writing studies beyond national boundaries. Contributors include Tyrone Ali, Annife Campbell, Tresecka Campbell-Dawes, Valerie Combie, Jacob Dyer Spiegel, Brianne Jaquette, Carmeneta Jones, Clover Jones McKenzie, Beverley Josephs, Christine E. Kozikowski, Vivette Milson-Whyte, Kendra L. Mitchell, Raymond Oenbring, Heather M. Robinson, Daidrah Smith, and Michelle Stewart-McKoy.

L2 Writing Beyond English

Journal of Second Language Writing 30, 1–13. Mozafari, C. (2016) Creating third space: ESL tutoring as cultural mediation. In M. Ianetta and L. Fitzgerald (eds) The Oxford Guide for Writing Tutors (pp. 449–463). New York: Oxford.

Author: Dr. Nur Yiitolu

Publisher: Multilingual Matters

ISBN: 9781788923149

Category: Reference


View: 683


Most of what we know about writing in a second or foreign language (L2) is based on conclusions drawn from research on L2 writing in English. However, a significant quantity of L2 writing and writing instruction takes place in languages other than English and so there is a need for studies that look beyond English. The chapters in this book focus on languages other than English and investigate curricular issues, multiple languages in contact/conflict in L2 writing instruction and student attitudes toward pedagogical practices. The collection as a whole makes a valuable contribution to the study of L2 writing, and it will also prove an essential resource for instructors of second and foreign language writing.

Writing Centers at the Center of Change

BioScience, 57 (1), 55–64. doi:10.1641/B570109 Fitzgerald, L., & Ianetta, M. (2016). The Oxford guide for writing tutors: Practice and research. New York, NY: Oxford University Press. Hammer, M., & Söderqvist, T. (2001).

Author: Joe Essid

Publisher: Routledge

ISBN: 9780429757143

Category: Language Arts & Disciplines

Page: 220

View: 763


Writing Centers at the Center of Change looks at how eleven centers, internationally, adapted to change at their institutions, during a decade when their very success has become a valued commodity in a larger struggle for resources on many campuses. Bringing together both US and international perspectives, this volume offers solutions for adapting to change in the world of writing centers, ranging from the logistical to the pedagogical, and even to the existential. Each author discusses the origins, appropriate responses, and partners to seek when change comes from within a school or outside it. Chapters document new programs being formed under changing circumstances, and suggest ways to navigate professional or pedagogical changes that may undermine the hard work of more than four decades of writing-center professionals. The book’s audience includes writing center and learning-commons administrators, university librarians, deans, department chairs affiliated with writing centers. It will also be useful for graduate students in composition, rhetoric, and academic writing.

Writing Program Architecture

“Theory in/to Practice: Addressing the Everyday Language of Oppression in the Writing Center.” In The Oxford Guide for Writing Tutors, 508–32. New York: Oxford University Press. Originally published in Writing Center Journal 31(2): ...

Author: Bryna Siegel Finer

Publisher: University Press of Colorado

ISBN: 9781607326274

Category: Language Arts & Disciplines

Page: 489

View: 552


Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies. Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter. The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration. Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda

Studio Based Approaches for Multimodal Projects

2016. The Oxford Guide for Writing Tutors: Practice and Research. New York: Oxford. • McAndrew, Donald A., and Thomas J. Reigstad. 2001. Tutoring Writing: A Practical Guide for Conferencing. Portsmouth, NH: Boynton/Cook Publishers.

Author: Russell Carpenter

Publisher: Rowman & Littlefield

ISBN: 9781498586474

Category: Education

Page: 134

View: 215


This book examines a range of strategies for studio approaches and models from multiple educational contexts that enable process-oriented multimodal projects and promote student learning. This collection features chapters by leaders and innovators in studio-based approaches and offers vivid examples of ways in which they are realized.

In the Archives of Composition

Writing and Rhetoric in High Schools and Normal Schools Lori Ostergaard, Henrietta Rix Wood ... Most recently, with Lauren Fitzgerald of Yeshiva University, she coauthored The Oxford Guide for Writing Tutors: Practice and Research.

Author: Lori Ostergaard

Publisher: University of Pittsburgh Press

ISBN: 9780822981015

Category: Language Arts & Disciplines

Page: 232

View: 914


In the Archives of Composition offers new and revisionary narratives of composition and rhetoric’s history. It examines composition instruction and practice at secondary schools and normal colleges, the two institutions that trained the majority of U.S. composition teachers and students during the nineteenth and twentieth centuries. Drawing from a broad array of archival and documentary sources, the contributors provide accounts of writing instruction within contexts often overlooked by current historical scholarship. Topics range from the efforts of young women to attain rhetorical skills in an antebellum academy, to the self-reflections of Harvard University students on their writing skills in the 1890s, to a close reading of a high school girl’s diary in the 1960s that offers a new perspective on curriculum debates of this period. Taken together, the chapters begin to recover how high school students, composition teachers, and English education programs responded to institutional and local influences, political movements, and pedagogical innovations over a one-hundred-and-thirty-year span.