On Location: Theory and Practice in Classroom-Based Writing Tutoring
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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.
like the program my writing center has been experimenting with: “On writing workshop days, tutors could join the instructor in circulating around the room and doing short conferences.” Even an advocate of dualism like Healy is comfortable with tutors in the classroom if the visits are isolated, not every day. With the instructor in the classroom, and the structures of the classroom in place, it is probably too much to expect that students will experience a “crisis of authority” when tutors visit
listening function as students told the stories that could help them raise their own awareness about where they had been and where they wanted to go. Mary Rose O’Reilley, in her book Radical Presence: Teaching as Contemplative Practice, suggests that students can be “listened” into existence, into stronger senses of self (1998, 16–21). There’s a simple, powerful dynamic at work in listening intently to a student that helps that student see him- or herself freshly. During our time together in
teachers in facilitating the Writing and Reading Community Learning 71 discovery of hidden potential and the desire to learn, even as we taught some of the skills that students require in order to take advantage of that potential and desire. It will take many years for us to realize the statistical success (or failure) of the intensive-care learning communities comprising the Bridge Program in the first years of its existence.2 But the numbers are encouraging. Ninety percent of the students
lecturers and workshop hosts that incorporated technology and assessment, as well as specific activities that professors could incorporate into their syllabi. In addition, a document for professors and instructors of WI courses suggested ways in which instructors might collaborate with their consultants (see appendix). None of the models suggested using the consultant as a grader exclusively, but rather encouraged collaboration for developing course materials, assisting in the assessment of
Georgecink Our writing center’s first forays into classroom work began unceremoniously, without any conscious thought given to the philosophical ramifications of going “on location.” A faculty member from the education department called one day during the writing center’s (and my) first year on campus and asked if I might be able to send a consultant to her evening graduate class to help her students “get off on the right foot” with their research projects. At the time we had on our writing