Sound Instruction: Writing Center Theory and Practice
Volume 4 - ISBN 0-9709895-1-4
Kellie A. Charron, Editor
39 ARTICLES,     58 AUTHORS     228 PAGES
No book is written alone. The publisher would like to thank this volume fifty three authors for their willingness to share their findings in Sound Instruction Series, a sister publication of Academic Exchange Quarterly. Special thanks and appreciation go to all of the quarterly peer reviewers for their expertise and time, generously given.
Foreword / v
As writing center professionals, we serve in an array of contexts, separated by geographical spaces yet bound together through our tenacious desire to collaborate and share ideas. This collaborative spirit is evidenced by the supportive networks we have nurtured through the Wcenter listserv, conferences, and local regional gatherings. Nestled within these dialogic venues, we eagerly share theoretical stances, experiences, tutoring strategies, and day-to-day practices. Writing Center Theory and Practice, Sound Instruction’s first book devoted entirely to sharing the contributions of writing center professionals, captures the essence of our many collaborations as authors from across a diverse spectrum of institutions offer sound advice, address issues, share strategies, and reveal research results.
Unlike most writing center books that tend to focus primarily on theory to inform practice, Writing Center Theory and Practice provides a unique resource full of examples that illustrate how writing center professionals apply theories by describing their practices. In a compendium of thirty-nine examples, authors highlight how they have tackled economic, demographic, and technological challenges. As you read about their experiences, note how the qualitative and empirical studies, pedagogical strategies, and triangulated analyses of theory, practice, and writing center experiences add valuable new knowledge to our discipline. As you learn about contributors’ research-based, innovative methods, you may be challenged to rethink your existing theoretical stances, strengthen your resolve about your current approaches, or be inspired to try new strategies.
Sound Instruction’s focus on writing center studies acknowledges the importance of writing center scholarship in the academy. This collection reveals results of rich conversations that are often initiated around our table during staff meetings, in tutor trainings, or at conferences. Through talking, researching, and implementing new tutoring strategies and practices, these authors provide fresh perspectives and practical approaches—yet the conversation should not end within the confines of this written discourse. I hope that reading Writing Center Theory and Practice prompts you to continue the conversation by responding to authors, conducting research, or by generating innovations in your own centers. By extending the conversation, you help nurture our discipline’s signature circle of collaboration. Your response to this collection can provoke new discussions and applications, thus enriching the growing body of knowledge in writing center studies.
Director of the Writing Studio, Shippensburg University, PA
Preface / vii
Sound Instruction: Writing Center Theory and Practice Volume IV demonstrates the scholarship of writing center directors and administrators, as well as those professional tutors and graduate students who strive towards a belief that writing, inherently, is a social act.
Yet where, and more importantly how, centers for writing should – and do – exist remain uncertain, and in some instances, controversial. The contributors to Sound Instruction: Writing Center Theory and Practice work to delve into this matter with creative sapience.
For instance, in “Kairos and Statis in Writing Center Administration,” Erica Cirillo-McCarthy of Stanford University expounds on the issue of budgetary constraints, “braiding together” both kairos and statis theory to present a “pathway towards writing center sustainability.” Similarly, J.C. Lee, Nancy Caronia, and Diane Beltran discuss approaches and attitudes towards writing center outreach, particularly amid rampant misconceptions concerning writing centers’ offerings for both faculty and students. They contend that the university system as a whole will benefit from a new understanding of the writing center’s inherent mission.
It can readily be argued that peer tutors are, at their finest, cross-disciplinary. At their respective institutions, Nicole Caswell and Courtney Werner administered a survey to 122 tutor participants to learn more about how professional development opportunities would work to strengthen tutorly identities. Going a step further, “Using Archival Date to Examine Mandatory Visits” assesses how maintaining records of student visits fuels empirical research and suggests that required visits actually encourage writing center use. Similarly, in “Writing Well: Isn’t it about Time?” Antony Ricks of Alabama A&M University and Kim Roberts of Athens State University posit, “greater success in college writing is achieved when student writers receive feedback multiple times.” They reached their astute conclusions via a nine-month-long study conducted to determine methods of improving writing among upper-division university students.
The question of where writing centers could and should exist is examined in both Liliana Naydan, Joshua Kim, and Drake Misek’s “The Problem of Simulation in Video-Chat Tutoring,” and in Christopher Thurley’s “The Paperless Writing Center: The Effective Paradox.” Naydan et.al bring the conversation into the virtual realm by addressing synchronous online tutorials. The authors argue the following: that “replicating face-to-face tutorials wrongly privileges approaches widely used in in- person consultations, denies [the] reality of online discourse, and ignores ways by which online tutoring can inform traditional writing center practice.” In his own work, Thurley seems to concur with the former’s findings by crafting an evaluative and analytical assessment, which emphasizes the “importance of adaptation” in the modern writing center.
In building on the above queries of where the writing center “fits” and what trials it faces, I am pleased to present the following thirty-nine articles. In addition to exploring theory, practice, and experience, these articles also consider how writing center professionals cope with the eventuality of needing to expand their efforts in response to new economic, technological, and demographic challenges.
The content of Sound Instruction: Writing Center Theory and Practice focuses on four areas: Outreach and Sustainability, Evaluative Assessments, Tutor Training, and Leadership Practices.
* * *
This volume grew out of the hundreds of articles in the Winter 2012-2014 issues of Academic Exchange Quarterly, a double-blind peer-reviewed, scholarly print publication since 1997.
Kellie A. Charron, M.A., University of Rhode Island (2005)
Chapter 1: Outreach and Sustainability / 1
Kairos & Stasis in Writing Center Administration / 2
Interdisciplinary Writing Center Collaborations / 8
Don’t Knock the Hustle: HBCU Writing Center Life / 13
Writing Center Leadership: an Empirical Study / 18
Distributing Leadership Across the Curriculum / 24
Leadership as Organizing in the Writing Center / 29
Pre-Service Volunteer Tutors in a Writing Center / 34
Composing Collaboration: An Integrative Pedagogy / 39
Writing Center Sustainability Through Research / 44
Chapter 2: Evaluative Assessments / 50
Writing Tutoring Boosts Skills and Confidence / 51
The Paperless Writing Center: The Effective Paradox / 63
Activities for Tutor Identity Development / 68
Writing Well: Isn't it about Time? / 74
Using Archival Data to Examine Mandatory Visits / 80
On-line Tutorials: Opportunities and Challenges / 87
Getting the Writing Center into FYC Classrooms / 93
Faculty perceptions of a new writing center / 99
Nondirective Questioning and Student Revision / 104
Writing Center for Credit: A Correlation Study / 110
The Writing Center Coaching Model / 115
Differentiating Maximum Values in Writing Centers / 122
Tutoring, Jouissance, and Correction Static / 127
Chapter 3: Tutor Training / 132
Teaching Literacy through Interpersonal Skills Training / 133
The Problem of Simulation in Video-Chat Tutoring / 139
Using Reflective Exercises in Tutor Training / 144
ESL Training for Writing Center Tutors / 149
Writing Tutor Development Through Peer Mentoring / 154
Age and Peer Status in Writing Center Conferences / 159
Graduate Instructors in the Writing Center / 164
Training Manuals and Reflective Practice / 168
Writing Center Training through Triangulation / 173
Gender and the Writing Center / 178
150 Seconds: Opening a Writing Center Session 185
Chapter 4: Leadership Practices / 190
A Relational Orientation Toward gWPA Leadership / 191
Teacher Commentary Via Speech Recognition / 197
The Mediating Lens of the Online Writing Studio / 203
Swing Out, Studios, and Safety: Writing as Dance / 208
The Writing Center, Transformed / 213
Writing Centers and Graduate Student Leadership / 218
Author Index / 224
A Aikens, Kristina - p.154 B Beltran, Diane Quaglia - p.8 Bennett, B. Cole - p.208 Bourelle, Tiffany - p.178 Boyd, Janet - p.122 Bruce, Shanti - p.93 C Caronia, Nancy - p.8 Carpenter, Russell G. - p.39 Caswell, Nicole I. - p.68 Cirillo-McCarthy, Erica - p.2 Colombini, Crystal Broch - p.191 D Dennen, Leslie - p.110 Devet, Bonnie - p.173 Diab, Rula L. - p.99 Drager, Micheal W. - p.51 Duffy, W. Keith- p.197 Dvorak, Kevin – p.93 Dyehouse, Jeremiah - p.44 E Eleftheriou, Maria - p.87 Ewing, Laura A. - p.168 F Finer, Bryna Siegel - p.44 G Girgensohn, Katrin - p.18 H Heffner, Jessica - p.159 Howard, Jeffrey - p.164 J Jackson, Karen Keaton - p.13 Jensen, Erin B. - p.34 Johnson, Karen Gabrielle - p.51 Johnson, Peggy - p.133, p.144 K Kennell, Vicki R. - p.149 Kim, Joshua - p.139 L Langbehn, Karen - p.168 Lawson, Daniel - p.127 Lee, J.C. - p.8 Lenaghan, Elizabeth - p.218 Lutkewitte, Claire - p.93 M Mattison, Michael - p.185 Miley, Michelle - p.203 Misek, Drake - p.139 Mohamad, Mutiara - p.122 N Naydan, Liliana M. – p.29, p.139 Niiler, Luke - p.213 O Ott, Holly K. - p.51 P Pantelides, Kate - p.168 Peak, Charity S. - p.115 R Ricks, Antony N. - p.24, p.74 Roberts, Kim C. - p.74 S Sweeney, Meghan A. - p.191 T Thurley, Christopher W. - p.63 V Valley, Leslie - p.39 W Weathers, John - p.115 Werner, Courtney L. - p.68, p.159 White-Farnham, Jamie - p.44 Y Youn-Kyung Kim - p.104 Young, Beth Rapp - p.80School Index / 226
A Abilene Christian University p.208 Alabama A&M University, AL p.74 American University of Sharjah, UAE p.87 Athens State University, AL p.24, p.74 C California State University, Northridge p.8 Central College, IA p.127 College of Charleston, SC p.173 E East Carolina University, NC p.68 Eastern Kentucky University p.39 European University Viadrina, Germany p.18 F Fairleigh Dickinson University p. 122 G Gaston College, NC p.63 H Hope College, MI p.68, p.159 K Kent State University, OH p.159 L Lebanese American University, Lebanon p.99 N North Carolina Central University p.13 Northwestern University, IL p.218 Nova Southeastern University p.93 P Penn State Abington, PA p.139 Penn State University, PA p.139, p.197 Purdue University, IN p.149 S Saint Mary’s University, MN p.133, p.144 Shippensburg University, PA p.51 Spalding University, KY p.104 Stanford University, CA p.2 T Tufts University p.154 U University of Alabama, Tuscaloosa, AL p.213 University of Central Florida p.80 University of Houston p.205 University of Michigan p.29, p.139 University of Nevada, Reno p.191 University of New Mexico p.178 University of Rhode Island p.8 University of San Francisco p.110 University of South Florida, FL p.168 University of Utah p.34 University of Texas at San Antonio p.191 Utah State University, UT p.164 W Wittenberg University, OH p.185Back cover /
Unlike most writing center books that tend to focus primarily on theory
to inform practice, Writing Center Theory and Practice provides a
unique resource full of examples that illustrate how writing center
professionals apply theories by describing their practices. In a
compendium of thirty-nine examples, authors highlight how they have
tackled economic, demographic, and technological challenges. As you
read about their experiences, note how the qualitative and empirical
studies, pedagogical strategies, and triangulated analyses of theory,
practice, and writing center experiences add valuable new knowledge
to our discipline. As you learn about contributors’ research-based,
innovative methods, you may be challenged to rethink your existing
theoretical stances, strengthen your resolve about your current
approaches, or be inspired to try new strategies.
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