Beyond Dichotomy

Steven J. Corbett

Description

This book offers multi-method case studies of course-based tutoring and one-to-one tutorials in developmental first-year writing courses at two universities. The author makes an argument for more peer-to-peer learning situations for developmental writers and more detailed studies of what goes on in these peer-centered environments.

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 15 mars 2015
• Nombre de lectures: 0
• EAN13: 9781602356337
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

PERSPECTIVES ON WRITING
Series Editor, Susan H. McLeod
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.
Recent Books in the Series
Tara Roeder and Roseanne Gatto (Eds.), Critical Expressivism: Theory and Practice in the Composition Classroom (2014)
Terry Myers Zawacki and Michelle Cox (Eds), WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices , (2014)
Charles Bazerman, A Rhetoric of Literate Action: Literate Action Volume 1 (2013)
Charles Bazerman, A Theory of Literate Action: Literate Action Volume 2 (2013)
Katherine V. Wills and Rich Rice (Eds.), ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios (2013)
Mike Duncan and Star Medzerian Vanguri (Eds.), The Centrality of Style (2013)
Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (2012)
Andy Kirkpatrick and Zhichang Xu, Chinese Rhetoric and Writing: An Introduction for Language Teachers (2012)
Doreen Starke-Meyerring, Anthony Paré, Natasha Artemeva, Miriam Horne, and Larissa Yousoubova (Eds.), Writing in Knowledge Societies (2011)


Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies
Steven J. Corbett
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina


The WAC Clearinghouse, Fort Collins, Colorado 80523-1052
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2015 by Steven J. Corbett. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Corbett, Steven J., 1970- author.
Beyond dichotomy : synergizing writing center and class-room pedagogies / Steven J. Corbett.
pages cm. -- (Perspectives on Writing)
Includes bibliographical references and index.
ISBN 978-1-60235-631-3 (pbk. : alk. paper)
1. English language--Rhetoric--Study and teaching (Higher)--Case studies. 2. Report writing--Study and teaching (Higher)--Case studies. 3. Writing centers--Case studies. 4. Interdisciplinary approach in education--Case studies. I. Title.
PE1404.C637 2016
808’.0420711--dc23
2015002997
Copyeditor: Don Donahue
Designer: Mike Palmquist
Series Editor: Susan H. McLeod
Cover Image: Roman Republic coin showing Janus, c. 225-212 BCE; Kunsthistorisches Museum, Vienna; Photo by Jona Lendering (livius.org)
This book is printed on acid-free paper.
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at http://wac.colostate.edu.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in print and digital formats from Parlor Press at http://www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or email [e-mail].


For Michelle, my favorite


Contents
Acknowledgments
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
Chapter Four: 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
Works Cited
Appendix
Index to the Print Edition
About the Author




Acknowledgments
This book would not have been possible without the support and kindness of many people. I’d like to thank David Blakesley for entertaining the original proposal and encouraging me to submit it to the Perspectives on Writing Series. Huge thank you to Sue McLeod and Mike Palmquist for believing in this project from the start and for their patient and thoughtful guidance throughout the publication process. Thank you to the anonymous reviewers for their detailed and constructive feedback, which helped tremendously in reining in a wild-horse of an early draft. And special thanks to Paul Rogers, my west-coast brother in spirit. Many energizing conversations with Paul helped me to perform essential fine-tunings for clarity, precision, and purposefulness throughout the book.
Finally, thank you will never be enough Pat Marks, Teagan Decker, Anis Bawarshi, Juan Guerra, George Dillon, Gail Stygall, and Will Hochman for opening the gates and allowing me in.


Introduction: Sharing Pedagogical Authority : Practice Complicates Theory when Synergizing Classroom, Small-Group, and One-to-One Writing Instruction
In short, we are not here to serve, supplement, back up, complement, reinforce, or otherwise be defined by any external curriculum.
– Stephen North
Our field can no longer afford, if it ever could, to have forged a separate peace between classroom and nonclassroom teaching. There is no separate but equal.
– Elizabeth H. Boquet and Neal Lerner
The intersecting contexts of on-location tutoring not only serve ...
– Holly Bruland
Increasingly, the literature on writing centers and peer tutoring programs reports on what we’ve learned about teachin g one-to-one and peer-to-peer from historical, theoretical, and empirical points of view. We’ve re-defined and re-interpreted just how far back the “desire for intimacy” in writing instruction really goes (Lerner “Teacher-Student,” The Idea ). We’ve questioned what counts as credible and useful research methods and methodologies (Babcock and Thonus ; Liggett, Jordan, and Price; Corbett “Using,” “Negotiating”) and meaningful assessment (Schendel and Macauley). We’ve explored what the implications of peer tutoring are, for not just tutees, but also for tutors themselves (Hughes, Gillespie , and Kail). And we’ve made connections to broader implications for the teaching and learning of writing (for example see Harris “Assignments ,” and Soliday Everyday Genres on assignment design and implementation; Greenfield and Rowan, Corbett, Lewis, and Clifford, and Denny on race and identity; Mann, and Corbett “Disability” on learning-disabled students; Lerner The Idea and Corbett, LaFrance , and Decker on the connections between writing center theory and practice and peer-to-peer learning in the writing classroom). Since the first publication of North ’s often-cited essay “The Idea of a Writing Center,” quoted above, writing center practitioners and scholars have continued to ask a pivotal question: How closely can or should writing centers, writing classrooms—and the people involved in either or both—collaborate (North “Revisting”; Smith; Hemmeter; Healy; Raines; Soliday “Shifting Roles”; Decker; Sherwood; Boquet and Lerner)?
Yet with all our good intentions, unresolved tensions and dichotomies pervade all our actions as teachers or tutors of writing. At the heart of everything we do reside choices. Foremost among these choices includes just how directive (or interventionist or controlling) versus how nondirective (or noninterventionist or facilitative) we wish to be in the learning of any given student or group of students at any given time. The intricate balancing act between giving a student a fish and teaching him or her how to fish can be a very slippery art to grasp. But it is one we need to think about carefully, and often. It affects how we design and enact writing assignments, how much cognitive scaffolding we build into every lesson plan, or how much we tell students what to do with their papers versus letting them do some of the crucial cognitive heavy-lifting. The nuances of this pedagogical balancing act are brought especially to light when students and teachers in writing classrooms and tutors from the writing cen