Changing Spaces

The St. Martin's sourcebook for writing tutors. 2nd Edition. New York: St. Martin's.
46-53. McAndrew D & Reigstad TJ. 2008. Training tutors for writing conferences.
In: WJ Macauley & N Mauriello (eds). Marginal words, marginal works? Tutoring ...

Author: Arlene Archer

Publisher: AFRICAN SUN MeDIA

ISBN: 9781920338596

Category: Language Arts & Disciplines

Page: 200

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Changing Spaces makes a forceful and credible case for the role of writing centres in engaging with students, staff and institutional structures in understanding issues of access from a social perspective ... This is a specialist book for those working in writing centres and for academics of all disciplines. It is based on research and provides an important set of theoretical arguments, developed through reflection on writing centre practices, about student writing and the work of the university. Professor Sioux McKenna Centre for Higher Education Research, Teaching and Learning, Rhodes University How do we select and train tutors? How do we work with faculty? How do we combat the image that we are remedial, a ?fix-it? shop? How do we prove our worth? How do we show that we improve retention? ... Changing Spaces demonstrates the flexibility of writing centers and the unique roles they play in South Africa. Writing centers everywhere represent institutional responses to the learning needs of their students, and they do so because writing centers adapt easily to different contexts and situations. They meet students where they are, as a group and individually. Professor Leigh Ryan Writing Center Director, University of Maryland, USA

Foundational Practices of Online Writing Instruction

Developing sound tutor training for online writing centers: Creating productive
peer reviewers. Computers and ... In Christina Murphy & Steve Sherwood (Eds.),
The St. Martin's Sourcebook for Writing Tutors 2 (pp. 232-242). Boston, MA: ...

Author: Beth L. Hewett

Publisher: Parlor Press LLC

ISBN: 9781602356672

Category: Education

Page: 601

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Foundational Practices in Online Writing Instruction addresses administrators’ and instructors’ questions for developing online writing programs and courses. Written by experts in the field, this book uniquely attends to issues of inclusive and accessible online writing instruction in technology-enhanced settings, as well as teaching with mobile technologies and multimodal compositions.

Landmark Essays on Writing Centers

“Freud in the Writing Center: The Psychoanalytics of Tutoring Well.” The Writing
Center Journal 10.1 (1989): 13-18. Murphy, Christina, and Steve Sherwood. The
St. Martins Sourcebook for Writing Tutors. New York: St. Martin's, 1994. Murray ...

Author: Christina Murphy

Publisher: Routledge

ISBN: 9781136692529

Category: Language Arts & Disciplines

Page: 278

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This collection introduces the reader to the ideas that have shaped writing center theory and practice. The essays have been selected not only for the insight they offer into issues but also for their contributions to writing center scholarship. These papers help to chart the legitimation of writing centers by providing both a history and an examination of the philosophies, praxis, and politics that have defined this emerging field. They demonstrate the ways a clearer profile of the discipline has emerged from the research and reflection of writers, like those represented here. This volume charts the emergence of writing centers and the growing recognition of their contributions, roles, and importance. As a nascent discipline, writing centers reflect the concerns with marginality and with finding a respected place in the academy that characterize any new field of academic inquiry, practice, and research. Concomitantly, professionals in these fields seek standing within the academy and a way of defining and validating their contributions to the educational process. Contemporary writing center theorists look to interdisciplinary and multidisciplinary investigations to interpret the work they do and to clarify their aims to the academy at large. Their work employs a variety of philosophical perspectives -- ranging from sociolinguistics to psychoanalytic theory -- to show the complex nature and potential of writing center interactions. The idea has now become the multidimensional realities of the writing center within the academy and within society as a whole. What its role will be in future redefinitions of the educational process, how that role will be negotiated and evaluated, and how professionals will shape educational values will constitute the future landmark directions and essays on writing center theory and practice.

Online Teaching and Learning

Tutoring writing: a practical guide for conferences. Portsmouth, NH: Boynton/
Cook Publishers. Murphy, C., & Sherwood, S. (Eds)(2008). The St. Martin's
sourcebook for writing tutors. Boston, MA: Bedford/St. Martins. North, S. (1984).
The idea of ...

Author: Carla Meskill

Publisher: A&C Black

ISBN: 9781441175786

Category: Language Arts & Disciplines

Page: 256

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Online Teaching and Learning shows how learning through the internet depends on complex human interactions for success. The text uses sociocultural theory as its foundational stance to empirically examine the dynamics of these interactions. It seeks to understand meaning making in all of its social, linguistic and cultural complexity. Each chapter examines how it is that culturally and historically situated meanings get negotiated through social mediation in online instructional venues. It extends the ways we think and talk about online teaching and learning.

On Location

Some of the tutoring handbooks required in recent years include The St. Martin's
Sourcebook for Writing Tutors ( Murphy and Sherwood 1995 ) , The Practical
Tutor ( Meyer and Smith 1987 ) , The Harcourt Brace Guide to Peer Tutoring ...

Author: Candace Spigelman

Publisher:

ISBN: UOM:39015060851956

Category: Education

Page: 262

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Classroom-based writing tutoring is a distinct form of writing support, a hybrid instructional method that engages multiple voices and texts within the college classroom. Tutors work on location in the thick of writing instruction and writing activity. On Location is the first volume to discuss this emerging practice in a methodical way. The essays in this collection integrate theory and practice to highlight the alliances and connections on-location tutoring offers while suggesting strategies for resolving its conflicts. Contributors examine classroom-based tutoring programs located in composition courses as well as in writing intensive courses across the disciplines.

Michigan Journal of Community Service Learning

Writing the community : Concepts and models for service - learning in
composition . Washington , D.C .: American Association ... In C. Murphy & S.
Sherwood ( Eds . ) , The St. Martin's sourcebook for writing tutors . ( pp . 55-71 ) .
New York : St.

Author:

Publisher:

ISBN: UOM:39076002752009

Category: Community and college

Page:

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Cross talk in Comp Theory

Intersections: Theory-Practice in the Writing Center. Urbana, IL: NCTE, 1994.
Murphy, Christina, and Steve Sherwood. “The Tutoring Process: Exploring
Paradigms and Practices." The St. Martin's Sourcebook for Writing Tutors. New
York: St.

Author: Victor Villanueva

Publisher: National Council of Teachers

ISBN: UCSC:32106020148943

Category: Literary Criticism

Page: 883

View: 131

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This revised and updated resource contains a total of 43 essays that serve to initiate graduate students and more experienced teachers into the theories that inform composition studies. Under Section One--The Givens in Our Conversations: The Writing Process--are these essays: "Teach Writing as a Process Not Product" (Donald M. Murray); "Writing as a Mode of Learning" (Janet Emig); "The Composing Processes of Unskilled College Writers" (Sondra Perl); "Revision Strategies of Student Writers and Experienced Adult Writers" (Nancy Sommers); "The Writer's Audience Is Always a Fiction" (Walter J. Ong); "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy" (Lisa Ede and Andrea Lunsford); "Post-Process 'Pedagogy': A Philosophical Exercise" (Lee-Ann M. Kastman Breuch). Under Section Two--Talking in Terms of Discourse: What It Is; How It's Taught--are these essays: "Basic Aims of Discourse" (James L. Kinneavy); "An Ontological Basis for a Modern Theory of the Composing Process" (Frank J. D'Angelo); "Spectator Role and the Beginnings of Writing" (James Britton); "A Discourse-Centered Rhetoric of the Paragraph" (Paul C. Rodgers, Jr.); "Frequency and Placement of Topic Sentences in Expository Prose" (Richard Braddock); "Grammar, Grammars, and the Teaching of Grammar" (Patrick Hartwell); "Coherence, Cohesion, and Writing Quality" (Stephen P. Witte and Lester Faigley); "Contemporary Composition: The Major Pedagogical Theories" (James A. Berlin). Under Section Three--Scientific Talk: Developmental Schemes--are these essays: "A Cognitive Process Theory of Writing" (Linda Flower and John R. Hayes); "Cognitive Development and the Basic Writer" (Andrea A. Lunsford); "Diving In: An Introduction to Basic Writing" (Mina P. Shaughnessy); "William Perry and Liberal Education" (Patricia Bizzell); "Is Teaching Still Possible? Writing, Meaning, and Higher Order Reasoning" (Ann E. Berthoff); "Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism" (Mike Rose); "Cognition, Convention, and Certainty: What We Need to Know about Writing" (Patricia Bizzell). Under Section Four--Talking about Writing in Society--are these essays: "Collaborative Learning and the 'Conversation of Mankind'" (Kenneth A. Bruffee); "Reality, Consensus, and Reform in the Rhetoric of Composition Teaching" (Greg Myers); "Consensus and Difference in Collaborative Learning" (John Trimbur); "'Contact Zones' and English Studies" (Patricia Bizzell); "Professing Multiculturalism: The Politics of Style in the Contact Zone" (Min-Zhan Lu). Under Section Five--Talking about Selves and Schools: On Voice, Voices, and Other Voices--are these essays: "Democracy, Pedagogy, and the Personal Essay" (Joel Haefner); "Beyond the Personal: Theorizing a Politics of Location in Composition Research" (Gesa E. Kirsch and Joy S. Ritchie); "Language of Exclusion: Writing Instruction at the University" (Mike Rose); "Composing as a Woman" (Elizabeth A. Flynn); "Feminism in Composition: Inclusion, Metonymy, and Disruption" (Joy Ritchie and Kathleen Boardman); "When the First Voice You Hear Is Not Your Own" (Jacqueline Jones Royster); "Inventing the University" (David Bartholomae); "Arts of Complicity: Pragmatism and the Culture of Schooling" (Richard E. Miller); "On the Subjects of Class and Gender in 'The Literacy Letters'" (Linda Brodkey); "Diversity, Ideology, and Teaching Writing" (Maxine Hairston). Under Section Six--Continuing the Conversation--are these essays: "Rhetoric and Ideology in the Writing Class" (James Berlin); "Cognition, Context, and Theory Building" (Linda Flower); "Composition Studies and ESL Writing: A Disciplinary Division of Labor" (Paul Kei Matsuda); "Distant Voices: Teaching and Writing in a Culture of Technology" (Chris M. Anson); "The Public Intellectual, Service Learning, and Activist Research" (Ellen Cushman); and "On the Rhetoric and Precedents of Racism" (Victor Villanueva). Contains a 77-item resource list. (NKA).

Community Engagement 2 0 Dialogues on the Future of the Civic in the Disrupted University

Learning: transfer of learning in a peer tutoring course and beyond. The Writing
Lab Newsletter, 36(7–8), 1–6. Eyler, J. & Giles, D. E. (1999). Where's the ... The St
. Martin's sourcebook for writing tutors. New York, NY: Bedford / St. Martin's.

Author: Scott L. Crabill

Publisher: Springer

ISBN: 9781137441065

Category: Education

Page: 118

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As higher education is disrupted by technology and takes place less and less on campus, what does meaningful community engagement look like? How can it continue to enrich learning? In Community Engagement 2.0? , Crabill and Butin convene a dialogue: five writers set out theoretical and practical considerations, five more discuss the issues raised.

The Texas Review

Steve Sherwood teaches creative writing and composition courses at Texas
Christian University . He is co - author of The St. Martin's Sourcebook for Writing
Tutors , and he has published essays and short stories in several regional and ...

Author:

Publisher:

ISBN: STANFORD:36105020631391

Category: American literature

Page:

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Strategies for Writing Center Research

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: 9781602357211

Category: Education

Page: 320

View: 836

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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.

Writing Centers

An annotated bibliography of more than 1400 books and articles on writing centers.

Author:

Publisher: Greenwood

ISBN: UOM:39015048526613

Category: Education

Page: 287

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An annotated bibliography of more than 1400 books and articles on writing centers.

When Tutor Meets Student

Collaboration and Ethics in Writing Center Pedagogy . ” The Writing Center
Journal 9 ... Harris , Muriel , ed . Tutoring Writing : A Sourcebook for Writing Labs .
Glenview ... Student Writers at Work . New York : St. Martin's Press , 1984 and
1986 .

Author: Martha Maxwell

Publisher:

ISBN: UOM:39076001374888

Category: Education

Page: 276

View: 861

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Student Assisted Teaching

Author: James E. Groccia

Publisher: Jossey-Bass

ISBN: UOM:39015050487126

Category: Education

Page: 228

View: 458

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This book provides a range of models for undergraduate student-assisted teaching partnerships to help teachers and administrators make learning more student-centered, effective, and productive. The 31 models describes a range of approaches and applications in a variety of settings and disciplines. The chapters are: (1) "Establishing a Common Ground: a Conjoint Training Model for Instructors and Peer Educators" (Eve M. Adams, Susan C. Brown, and Terry L. Cook); (2) "Lessons from Peers: The Design Exchange" (Mark J. Chidister, Frank H. Bell, Jr., And Kurt M. Earnest); (3) "Peer Teaching in the Experimental College" (Robyn Gittleman and Howard Woolf); (4) "Peer Facilitators as Lead Freshman Seminar Instructors" (Jean M. Henscheid); (5) "The Teaching Teams Program: a 'Just in Time' Model for Peer Assistance" (Harold P. Larson, Reed Mencke, Stacy J. Tollefson, Elizabeth Harrison, and Elena Merman); (6) "The Teaching Teams Program: Transforming the Role of the Graduate Teaching Assistant" (David A. Wood, Jr., Jennifer L. Hart, Stacy J. Tollefson, Dawn E. DeToro, and Julie Libarkin); (7) "The Teaching Teams Program: Empowering Undergraduates in a Student-Centered Research University" (Lacey A. Stover, Kirstin A. Story, Amanda M. Skousen, Cynthia E. Jacks, Heather Logan, and Benjamin T. Bush); (8) "Peer-Assisted Cooperative Learning: An Experiment in Educational Quality and Productivity" (Judith E. Miller, David DiBiasio, John Minasian, and James S. Catterall); (9) "Students; Managing to Learn; Teachers: Learning To Manage" (Martin H. Murray); (10) "Undergraduates Teaching in a Collaborative Learning Paradigm" (Samuel B. Thompson, Sarah B. Westfall, and Christine Reimers); (11) "Peers at Work: Tutors at Spelman College" (Anne B. Warner and Christine K. Farris); (12) "Students Mentoring Students in Portfolio Development" (W. Alan Wright and Bruce Barton); (13) "The Experimental Study Group: An Alternative First-Year Program at mit" (David Custer and Peter Dourmashkin); (14) "mash (Math and Science Help): Supplemental Instruction at a Technological University" (Ann Garvin and Dale Snyder); (15) "Undergraduate Peer Mentors in Mathematics" (Miguel Paredes, Paul Pontius, Rene Torres, and Joseph Chance); (16) "a Model for Integrating Technical Preceptors into the Classroom" (Mary Poulton and John Kemeny); (17) "Academic Excellence Workshops: Boosting Success in Technical Courses: (Ruth A. Streveler); (18) "Supplemental Instruction at an Urban Community College" (Joyce Ship Zaritsky); (19) "Peer-Assisted Teaching and Learning in Distance Education" (Judith A. Couchman); (20) "Using Structured Study Groups To Create Chemistry Honors Sections" (Brian P. Coppola, Douglas S. Daniels, and Jason K. Pontrello); (21) "Student Mentoring and Community in a University Honors Program" (Ronald E. Mickel); (22) "Where Undergraduates Are the Experts: Peer-Based Instruction in the Writing Center" (Dennie Paoli and Eric Hobson); (23) "Peer Facilitators of In-Class Groups: Adapting Problem-Based Learning to the Undergraduate Setting" (Deborah E. Allen and Harold B. White, iii); (24) "Student-Directed Instruction in an Undergraduate Psychopathology Course" (Cheryl Golden and Calverta McMorris); (25) "Peer Writing Tutors" (Lisa Lebduska); (26) "The Workshop Project: Peer-Led Team Learning in Chemistry" (Jerry L. Sarquis, Linda J. Dixon, David K. Gosser, Jack A. Kampmeier, Vicki Roth, Victor S. Strosak, and Pratibha Varma-Nelson); (27) "a Introductory Psychology Laboratory Designed and Taught by Undergraduate Teaching Interns" (Stephen P. Stelzner, Michael G. Livingston, and Thomas Creed); (28) "Undergraduate Teaching Assistants Bring Active Learning to Class" (Melissa A. Thibodeau); (29) "Student-Faculty Partnerships To Develop Teaching and Enhance Learning" (Milton D. Cox); (30) "Educating the Critic: Student Driven Quality" (Elizabeth Kinland, Lisa Firing Lenze, Lynn Melendez Moore, and Larry D. Spence); and (31) "College Teachers and Student Consultants: Collaborating about Teaching and Learning" (D. Lynn Sorenson). Four appendixes contain examples of hiring documents, training syllabi, teaching materials, and evaluation procedural documents. (Contains 18 figures, 59 tables, and 178 references.) (Sld).

Researching the Writing Center

Readers of this book will discover an evidence-based orientation to research and be able to evaluate the current scholarship on recommended writing center practice.

Author: Rebecca Day Babcock

Publisher: Peter Lang Pub Incorporated

ISBN: 1433119234

Category: Education

Page: 239

View: 533

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<I>Researching the Writing Center is the first book-length treatment of the research base for academic writing tutoring. The book reviews the current state of writing center scholarship, arguing that although they continue to value anecdotal and experiential evidence, practitioner-researchers must also appreciate empirical evidence as mediating theory and practice. Readers of this book will discover an evidence-based orientation to research and be able to evaluate the current scholarship on recommended writing center practice. Chapters examine the research base for current theory and practice involving the contexts of tutoring, tutoring activities, and the tutoring of -different- populations. Readers will investigate the sample research question, -What is a 'successful' writing consultation?- The book concludes with an agenda for future questions about writing center practice that can be researched empirically. <I>Researching the Writing Center is intended for writing center professionals, researchers, graduate students in English, composition studies, and education, and peer tutors in training."

Teaching Writing in Middle and Secondary Schools

The Writing Teachers Sourcebook . Eds . Gary Tate and Edward P . J . Corbett .
New York ... The Bedford Guide for Writing Tutors . Boston : Bedford Books of St .
Martins Press , 1994 . Strong , William . Creative Approaches to Sentence ...

Author: Margot Soven

Publisher: Prentice Hall

ISBN: UVA:X004270042

Category: Education

Page: 312

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Handbook for English language arts teachers of students in grades 6-12.

Hardwater

This haunting tale of murder, betrayal, and a father's love takes place in a Wyoming uranium-mining town set in the middle of the wildest, most beautiful country south of Alaska.

Author: Steve Sherwood

Publisher:

ISBN: 1881515680

Category: Fiction

Page: 214

View: 832

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Hoback flees to Wyoming to escape the big city violence that cost him his wife and almost turned him into a killer. Life is good in Hardwater until somebody butchers three people like deer, packs their bodies with uranium ore, and sends Hoback a poem, challenging him to stop the killing. The poet reveals an intimate knowledge of Hoback's violent past—and a perverse and terrifying interest in his son. This haunting tale of murder, betrayal, and a father's love takes place in a Wyoming uranium-mining town set in the middle of the wildest, most beautiful country south of Alaska.

Refiguring Prose Style

In The Writing Teacher's Sourcebook , edited by Edward P. J. Corbett , Nancy
Myers , and Gary Tate , 2000 , 4th ed . New York : Oxford ... Training Tutors for
Writing Conferences . Urbana , IL : NCTE . ... of Writing . Boston : Bedford St.
Martin's .

Author: T.R. Johnson

Publisher:

ISBN: MINN:31951D02435806W

Category: Education

Page: 316

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For about two decades, say Johnson and Pace, the discussion of how to address prose style in teaching college writing has been stuck, with style standing in as a proxy for other stakes in the theory wars. The traditional argument is evidently still quite persuasive to some—that teaching style is mostly a matter of teaching generic conventions through repetition and practice. Such a position usually presumes the traditional view of composition as essentially a service course, one without content of its own. On the other side, the shortcomings of this argument have been much discussed—that it neglects invention, revision, context, meaning, even truth; that it is not congruent with research; that it ignores 100 years of scholarship establishing composition's intellectual territory beyond "service." The discussion is stuck there, and all sides have been giving it a rest in recent scholarship. Yet style remains of vital practical interest to the field, because everyone has to teach it one way or another. A consequence of the impasse is that a theory of style itself has not been well articulated. Johnson and Pace suggest that moving the field toward a better consensus will require establishing style as a clearer subject of inquiry. Accordingly, this collection takes up a comprehensive study of the subject. Part I explores the recent history of composition studies, the ways it has figured and all but effaced the whole question of prose style. Part II takes to heart Elbow's suggestion that composition and literature, particularly as conceptualized in the context of creative writing courses, have something to learn from each other. Part III sketches practical classroom procedures for heightening students' abilities to engage style, and part IV explores new theoretical frameworks for defining this vital and much neglected territory. The hope of the essays here—focusing as they do on historical, aesthetic, practical, and theoretical issues—is to awaken composition studies to the possibilities of style, and, in turn, to rejuvenate a great many classrooms.

WPA Writing Program Administration

Laurel Corona developed the Access program while EOP Academic Services
Coordinator at San Diego State University . ... forthcoming Sourcebook on Basic
Writing , and her composition text will be published next year by St. Martin's Press
. ... on collaborative teaching of writing and economics , and a monograph on a
pre - service training program for peer tutors in writing centers at small institutions
.

Author:

Publisher:

ISBN: IND:30000125554737

Category: English language

Page:

View: 241

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Journal of Developmental Education

Particularly , the gan , UT : Utah State University Press . written critiques from
their peers . Sentence ... Hynds & D. L. Rubin ( Eds . ) , Perspectives on ( Ed . ) ,
Tutoring writing : A sourcebook for writing labs The SI leader consults with me
once per talk and learning ( pp . 115-128 ) ... St. Martin's guide Kitzhaber , A. R. (
1963 ) .

Author:

Publisher:

ISBN: UCLA:L0091150557

Category: Compensatory education

Page:

View: 828

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