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The Oxford Guide for Writing Tutors

Practice and Research

Lauren Fitzgerald and Melissa Ianetta

Publication Date - April 2015

ISBN: 9780199941841

616 pages
Paperback
6 x 9 inches

In Stock

Retail Price to Students: $59.95

The first writing tutor education textbook to prepare students as both tutors and researchers

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

About the Author(s)

Lauren Fitzgerald is Director of the Wilf Campus Writing Center and Associate Professor of English at Yeshiva University. Melissa Ianetta is Director of the Writing Center and Associate Professor of English at the University of Delaware. They have published on writing centers, writing center scholarship, writing program administration, rhetoric, and undergraduate research, and together they edited The Writing Center Journal (2009-2013) for which they received the Council of Editors of Learned Journals' Phoenix Award for Editorial Achievement.

Reviews

"The Oxford Guide for Writing Tutors is a helpful guide for new undergraduate writing tutors and covers both the basics of practice and the complexities--both theoretical and practical--of writing center work."--Neal Lerner, Northeastern University

"This guide is an innovative approach to developing tutors who understand how to acquire, apply, and create knowledge within the context of writing center work. Teachers and students alike will benefit from its emphasis on grounding practice and theory in research, impacting professional development in writing centers for years to come."--Sarah Liggett, Louisiana State University

"The Oxford Guide for Writing Tutors represents the cutting edge of writing center theory and practice. The methods it recommends are meticulously researched and provide writing tutors with a lot to think about and reflect on in their practice. I found the way in which it discussed tutoring in context to be refreshing and useful.--Clint Gardner, Salt Lake Community College

"A well-researched introduction to writing center theory and scholarship with an overview of strategies for tutors and an excellent guide to conducting research in the writing center that will appeal to both tutors and writing center directors."--Jennifer Wells, New College of Florida

"Finally, a text that speaks all of our languages: research methods, practice, new media, pedagogy, composition, and rhetoric!"--Tabetha Adkins, Texas A&M University-Commerce

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."

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