Edited by Candace Spigelman and Laurie Grobman
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. While earlier scholarship has focused on logistical and administrative matters, emphasizing, the worthiness of such programs and how to set them up, this volume asks further questions--questions that challenge and even critique classroom-based writing tutoring practices and principles. It poses new theories and offers alternative vantage points from which to reconsider long-standing theoretical controversies. At the same time, the contributors here are cognizant of newcomers' questions regarding logistical/administrative issues, especially as configurations of classroom-based writing tutoring multiply. And in a concluding chapter, the editors suggest strategies for successfully implementing this important instructional practice, and propose future sites of theoretical and practical inquiry.
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Introduction: On Location in Classroom-Based Writing Tutoring, Candace Spigelman and Laurie Grobman
Part 1. Creating New Alliances and Connections Through Classroom-Based Writing Tutoring
Chapter 1. Diplomatic Relations: Peer Tutors in the Writing Classroom, Teagan Decker
Chapter 2. General Readers and Classroom Tutors across the Curriculum, Mary Soliday
Chapter 3. Building Bridges to Academic Discourse: The Peer Group Leader in Basic Writing Peer Response Groups, Laurie Grobman
Chapter 4. Writing and Reading Community Learning: Collaborative Learning among Writing Center Consultants, Students, and Teachers, Jim Ottery, Jean Petrolle, Derek John Boczkowski, and Steve Mogge
Chapter 5. Tutors’ Voices—Building Trust and Community in Peer Writing Group Classrooms, Casey You
Part 2. Reconciling Pedagogical Complications In Classroom-Based Writing Tutoring
Chapter 6. The Idea of a Writing Center Meets the Reality of Classroom-Based Tutoring, Barbara Little Liu and Holly Mandes
Chapter 7. Bringing The Noise: Peer Power and Authority, On Location, Steven J. Corbett
Chapter 8. A Cautionary Tale about “Tutoring” Peer Response Groups, Melissa Nicolas
Chapter 9. Tutors’ Voices—Active Revision in a Peer Group: The Role of the Peer Group Leader, Kelly Giger
Part 3. Addressing Issues of Authority and Role Definition in Classroom-Based Writing Tutoring
Chapter 10. Contextualizing Issues of Power and Promise: Classroom-based Tutoring in Writing across the Curriculum, Marti Singer, Robin Breault, and Jennifer Wing
Chapter 11. Classroom-Based Tutoring and the “Problem” of Tutor Identity: Highlighting the Shift from Writing Center to Classroom-Based Tutoring, David Martins and Thia Wolf
Chapter 12. “I’ve Got No Strings on Me”: Avoiding Marionette Theater with Peer Consultants in the Classroom, Susan Hrach Georgecink
Chapter 13. Reconstructing Authority: Negotiating Power in Democratic Learning Sites, Candace Spigelman
Chapter 14. Tutors’ Voices—Institutional Change and the University of Wisconsin–Madison Writing Fellows Program, Jennifer Corroy
Conclusion. Hybrid Matters: The Promise of Tutoring On Location, Laurie Grobman and Candace Spigelman
Publication Information: Spigelman, Candace, & Laurie, Grobman (Eds.). (2005). On Location: Theory and Practice in Classroom-Based Writing Tutoring. Utah State University Press. https://digitalcommons.usu.edu/usupress_pubs/151
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