Beyond dichotomy : synergizing writing center and classroom pedagogies / Steven J. Corbett.

Format:

Book

Author/Creator:

Corbett, Steven J., 1970- author.

Contributor:

WAC Clearinghouse.

Open Textbook Library, distributor.

Series:

Perspectives on writing (Fort Collins, Colo.)

Open Textbook Library.

Perspectives on writing.

Open textbook library.

Language:

English

Subjects (All):

English language--Rhetoric--Study and teaching (Higher)--Case studies.

English language.

Report writing--Study and teaching (Higher)--Case studies.

Report writing.

Writing centers--Case studies.

Writing centers.

Interdisciplinary approach in education--Case studies.

Interdisciplinary approach in education.

Report writing--Study and teaching (Higher).

English language--Rhetoric--Study and teaching (Higher).

Genre:

Case studies.

Physical Description:

1 online resource (vii, 151 pages) : illustrations.

Distribution:

Minneapolis : ǂb Open Textbook Library.

Other Title:

Beyond dichotomy : synergizing writing center and class-room pedagogies.

Place of Publication:

Fort Collins, Colorado : The WAC Clearinghouse ; Anderson, South Carolina : Parlor Press, 2015.

System Details:

Mode of access: World Wide Web.

text file

Summary:

"How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically. This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications-especially of directive and nondirective tutoring strategies and methods-for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing."--Open Textbook Library.

Contents:

Introduction: Sharing Pedagogical Authority: Practice Complicates Theory when Synergizing Classroom, Small-Group, and One-to-One Writing Instruction

Chapter One: Tutoring Style, Tutoring Strategy: Course-Based Tutoring and the History, Rhetoric, and Reality of the Directive/Nondirective Instructional Continuum

Chapter Two: Methods and Methodology: Locating Places, People, and Analytical Frames

Chapter Three: Macro- and Micro-Analyses of One-to-One Tutorials: Case Studies at the University of Washington

Conflict and Care while Tutoring in the Classroom: Case Studies at the University of Washington and Southern Connecticut State University

Chapter Five: Conclusion: Toward Teacher/Student, Classroom/Center Hybrid Choices.

Notes:

Includes bibliographical references (pages 131-139) and index.

This bibliographic record is available under the Creative Commons CC0 "No Rights Reserved" license.

Description based on print version record.

Other Format:

Print version: Corbett, Steven J., 1970- Beyond dichotomy.

ISBN:

1602356327

1602356335

1602356343

9781602356320

9781602356337

9781602356344

OCLC:

908311267

Access Restriction:

Open Access Unrestricted online access