The Oxford Guide for Writing Tutors

Description

Distinctive Features

* Includes scholarship authored by undergraduate tutor-researchers
* Provides extensive references to and bibliographic citations of the scholarship of the field
* Offers references to research that supports and challenges disciplinary common knowledge
* Contains assignments designed to support discussion, writing, and inquiry

Table of Contents

Preface
A Word About People, Places, and Writing Instruction
A Word About the Work We Do
Writing about Tutoring
A Word about the Book's Structure
Acknowledgements
SECTION 1. INTRODUCTION TO TUTORING WRITING
1. Introduction To Writing and Research
Introduction
Writing Research
Three Concerns for Any Researcher
Places To Search for Research in the Field
2. Tutoring Writing: What, Why, Where, and When
Introduction
What is a Writing Center? What is a Writing Tutor?
What is a Writing Center? Historical Views
What is Writing Center? Theoretical Views
SECTION 2. A TUTOR'S HANDBOOK
3. Tutoring Practices
Introduction
Foundational Advice for Writing Tutors
An Overview of Writing Tutoring Sessions
Tutoring Is Conversation
Tutoring is Not Just Any Conversation
Final Reflections on this Chapter
4. Authoring Processes
Introduction
Writing Processes
Writing Tutors and Writing Processes
Authoring
Plagiarism
Helping Writers With Citation Practices
Authoring, Plagiarism, and Writing Tutoring Programs
5. Tutor and Writer Identities
Introduction
Identity and Writing Tutoring Programs
Identity and Tutoring Strategies
Tutoring across Language and Culture Differences
Tutoring across Physical and Learning Differences
U.S. Academic Writing
6. Tutoring Writing In and Across The Disciplines
Introduction
Academic Writing(s)
A Genre-Based Approach to Tutoring Writing
Generalist and Specialist Tutoring
Strategies for Tutoring Disciplinary Writing and Specialized Genres
Strategies for Writing Fellows
7. New Media and Online Tutoring
Introduction
What's Old About New Media and Online Tutoring?
A Rhetorical Approach to Tutoring
Tutoring New Media
Online Tutoring
Reflecting on Our Conceptions
SECTION 3. RESEARCH METHODS FOR WRITING TUTORS
8. The Kinds of Research--and The Kinds of Questions They Can Answer
Introduction
Lore and Method
Argument
Reliability and Validity
Audience
Ethics
9. Looking Through Lenses: Theoretically-Based Inquiry
Introduction
Theorizing Not Theory
What is Theory?
What is Your Theory?
What Can You Do with Your Theory?
How Should You Apply Your Theory?
10. Learning From the Past: Historical Research
Introduction
Why Write History?
History, Subjectivity, and Historiography
History, Enlightenment, and The Postmodern Condition
From Historiography to History: Ways to Read and Evaluate Historical Research
Kinds of History
Creating Histories
People as Scholarly Resources: Creating Oral Histories
Collaboration, Accessibility, and the Creation of Writing Center History
From Reading and Researching to Writing Histories
11. Show Me: Empirical Evidence and Tutor Research
Introduction
Types of Empirical Research
What Constitutes Empirical Research?
On Mixing Methods
Reading Empirical Research
Quantitative Research
Qualitative Research
What's Happening Now: Survey Method
It's Not Just What You Say, It's How You Say It: Discourse Analysis
Isn't that Just Typical! Case Study
A Final World on Method
SECTION 4. READINGS FROM THE RESEARCH
Rebecca Day B. Babcock, "When Something Is Not Quite Right: Pragmatic Impairment and Compensation in the College Writing Tutorial."
Brooke Baker, "Safe Houses and Contact Zones: Reconsidering the Basic Writing Tutorial."
Alicia Brazeau, "Groupies and Singletons: Student Preferences in Classroom-Based Writing Consulting."
Mara Brecht, "Basic Literacy: Mediating between Power Constructs."
Renee Brown, Brian Fallon, Jessica Lott, Elizabeth Matthews, and Elizabeth Mintie, "Taking on Turnitin: Tutors Advocating Change."
Kenneth Bruffee, "Peer Tutoring and the 'Conversation of Mankind'."
Nathalie DeCheck, "The Power of Common Interest for Motivating Writers: A Case Study."
Jonathan Doucette, "Composing Queers: The Subversive Potential of the Writing Center."
Brian Fallon, "Why My Best Teachers Are Peer Tutors."
Jackie Grutsch McKinney, "New Media Matters: Tutoring in the Late Age of Print."
Allison Hitt: Access for All, "The Role of Dis/Ability in Multiliteracy Centers."
Ruth Johnson, Beth Clark, and Mario Burton, "Finding Harmony in Disharmony: Engineering and English Studies."
Neal Lerner, "Searching for Robert Moore."
Jo Mackiewicz and Isabelle Thompson, "Motivational Scaffolding, Politeness, and Writing Center Tutoring."
Cameron Mozafari, "Creating Third Space: ESL Tutoring as Cultural Mediation."
Frances Nan, "Bridging the Gap: Essential Issues to Address in Recurring Writing Center Appointments with Chinese ELL Students."
Jennifer Nicklay, "Got Guilt? Consultant Guilt in the Writing Center Community."
Claire Elizabeth O'Leary, "It's Not What You Say, but How You Say It (and to Whom): Accommodating Gender in the Writing Conference."
Jeff Reger, "Postcolonialism, Acculturation, and the Writing Center."
Mandy Suhr-Sytsma and Shan-Estelle Brown, "Addressing the Everyday Language of Oppression in the Writing Center."
Molly Wilder, "A Quest for Student Engagement: A Linguistic Analysis of Writing Conference Discourse."