How We Teach Writing Tutors
Edited by Karen Gabrielle Johnson and Ted Roggenbuck
Digital Editor: Crystal Conzo
WLN's first DEC compiles 18 chapters related to the education of tutors from writing center scholars and professionals. Authors represent many universities and models of writing centers including online centers, undergraduate peer centers, multiliteracy centers, speaking and writing centers, and more. Chapters present theoretical frameworks, praxis, and empirical studies related to the important work of preparing writing tutors.
Table of Contents
Why a Digital Edited Collection (DEC), Muriel Harris
Genesis
Digital Collaboration in Writing Center Scholarship, Karen Gabrielle Johnson and Ted Roggenbuck
Part I. External Concerns that Affect Tutor Education
Chapter 1. First Things First: An Introduction to Administration at a New Directors' Retreat, Holly Ryan
Chapter 2. From CRLA to For-Credit Course: The New Director's Guide to Assessing Tutor Education, Elisabeth H. Buck
Chapter 3. Enter the Dragon: Graduate Tutor Education in the Hall of Mirrors, Craig Medvecky
Chapter 4. Ongoing Writing Tutor Education: Models and Practices, Julia Bleakney
Chapter 5. Understanding What Certifications Mean for Writing Centers: Analyzing a Pilot Program via a Regional Organization, Russell Carpenter, Scott Whiddon, and Courtnie Morin
Part II. Methods and Frameworks for Tutor Development
Chapter 6. Developing and Implementing Core Principles for Tutor Education: Administrative Goals and Tutor Perspectives, Lisa Cahill, Molly Rentscher, Kelly Chase, Darby Simpson, and Jessica Jones
Chapter 7. The Mindful Tutor, Jared Featherstone, Rodolfo Barrett, and Maya Chandler
Chapter 8. Self-Efficacy and the Relationship between Tutoring and Writing, Kelsey Hixson-Bowles and Roger Powell
Chapter 9. Exploring and Enhancing Writing Tutors' Resource-Seeking Behaviors, Crystal Conzo
Chapter 10. Practitioner Action Research on Writing Center Tutor Training: Critical Discourse Analysis of Reflections on Video-recorded Sessions, Mary Pigliacelli
Chapter 11. The Role of the Tutor in Developing and Facilitating Writing Center Workshops, Rebecca Crews and Katie Garahan
Chapter 12. Teaching, Learning, and Practicing Professionalism in the Writing Center, Tom Earles and Leigh Ryan
Chapter 13. Our Professional Descendents: Preparing Graduate Writing Consultants, Katrina Bell
Part III. Specific Foci within Tutor Education Programs
Chapter 14. Prioritizing Antiracism in Writing Tutor Education, Kristina Aikens
Chapter 15. The Role of New Media Expertise in Shaping Writing Consultations, Jessica Clements
Chapter 16. Learning Online to Tutor Online, Daniel Gallagher and Aimee Maxfield
Chapter 17. Developing a Multilingual and Interdisciplinary Writing Center: Reviewing Goals and Activities from the Graduate Writing Consultant Workshop, Katherine DeLuca and Hsing-Yin Cynthia Lin
Chapter 18. Let's Meet in the Lounge: Toward a Cohesive Tutoring Pedagogy in a Writing and Speaking Center, Sarah Peterson Pittock and Erica Cirillo-McCarthy
About the Editors
Karen Gabrielle Johnson directs undergraduate and graduate writing tutoring as well as writing fellow programs at Shippensburg University. Her research has focused on the impact tutoring has on writing improvement and students' perceptions of their improvement and writing support. She has served on the IWCA and MAWCA Executive Boards and is currently serving as a Co-editor of WLN: A Journal of Writing Center Scholarship.
Ted Roggenbuck directs the Writing and Literacy Engagement Studio at Bloomsburg University, an undergraduate peer center. His research focuses on literacy and patchwriting. He is also currently a Co-editor of WLN: A Journal of Writing Center Scholarship. .
Publication Information: Johnson, Karen G., and Ted Roggenbuck (Eds.) (2019). How We Teach Writing Tutors: A WLN Digital Edited Collection. WLN. https://wac.colostate.edu/books/wln/dec1/
Publication Date: January 15, 2019
Contact Information:
Karen Johnson: kgjohnson@ship.edu
Ted Roggenbuck: troggenb@bloomu.edu
WLN Digital Edited Collections
Series Editors: Karen Gabrielle Johnson, Shippensburg University, and Julia Bleakney, Elon University
Copyright @copy; 2019 Karen Gabrielle Johnson and Ted Roggenbuck. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 United States License. 19 chapters, with notes, graphics, illustrations, weblinks, videos, tables, figures, and bibliographies. You may view this digital edited collection. You may print personal copies of this collection. You may link to this page. You may not reproduce this digital edited collection on another Web site.