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Browsing by Subject "Writing centers"
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Item Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach(2012-05-04) Gellin, Laura M.; Fox, Stephen L.; Buchenot, Andre; Hogue, Teresa MolinderWhile a writing center tutor may view her role as a coach, a commentator, and a counselor, the tutor actually serves as scaffolding, a temporary, supportive replacement of the processes more experienced writers can manage alone without a tutor, namely, the metacognitive processes of self-assessing, self-monitoring, and self-motivating. Metacognition then becomes the essential factor in adapting writing center practices into the composition classroom. By re-conceptualizing the three roles of a writing center tutor and re-visioning the classroom into a more “pure” learning space, tutor-teachers improve students’ writing skills, increase their engagement, and redirect students’ focus toward the writing process rather than the grade. To demonstrate the efficacy of this adapted writing center approach in the composition classroom, I created an authentic, challenging project in which the pre-project activities, task design, work process, and reflection assignment enact my proposed theory. By adopting this approach, tutor-teachers ultimately empower students and design compositional tasks that act as a catalyst for transforming the way students understand themselves as writers and as students.Item Wayward Stories: A Rhetoric of Community in Writing Center Administration(2019-07) Hull, Kelin; Brooks-Gillies, Marilee; Buchenot, Andre; Layden, SarahSix weeks in to my position as assistant director of the writing center and suddenly I was confronted by a cluster bombing of issues and concerns – microaggressions, depression, confusion, suspicion – each one separate but related, and threatening to tear a new hole in the already fragile foundation of community in my writing center. How do we feel, what do we do, how does a community survive when the story we’re experiencing isn’t the story we want or expected - when it is, in a word, terrible? After McKinney’s Peripheral Visions, we know our labor and our centers do not look, act, and feel cozy, iconoclastic, or focused on one-on-one tutoring all of the time. And yet, if we are going to continue to move beyond the grand narrative, a deep and meaningful understanding of community is essential. When we put our story in relation to our communities, then our story becomes just one thread in a much more complex tapestry. We cannot separate one person’s story from the story of the writing center. Each person, each story, is a stitch in the rhetorical fabric of community. Using critically reflexive stories to change and shape practice, this thesis highlights the grand narrative of community and shows how that narrative serves to stymie community growth. These stories resist boundaries. They are wayward. They are counter to the narratives around which we construct our lives. When we share stories and write together, we begin to understand the threads we’re all weaving into the tapestry – our community, stitched together through shared practice; a process that will never end, as each person comes and goes. The community will never be resolved, and in the ambiguity of boundlessness, comes a new way of seeing the world - through constellations and the dwelling in inbetween.Item Worlds collide: integrating writing center best practices into a first year composition classroom(2010-07-29T18:56:53Z) Sherven, Keva N.; Fox, Stephen L.; Shepherd, Susan Carol; Hogue, Teresa MolinderAs an undergraduate, I had the opportunity to work in the University Writing Center (UWC) at IUPUI. This opportunity influenced my life in many ways, but none more important than my teaching. Looking back on my time in the UWC, I did not realize the connection between writing centers and composition classrooms. As a graduate student, I began to read literature that defined composition classrooms and writing centers as separate worlds. However, once I was an instructor, these two worlds were seamless weaving in and out of each other to the point that I couldn’t separate them. In fact, I didn’t understand how one could. I had read literature defining composition classrooms and writing centers as different worlds but was having experiences in the classroom that contradicted this perception, so I wanted to investigate how these experiences influenced my teaching. I sought out literature that explored the writing center-composition classroom connection to look at specific elements of my teaching and how they tied to UWC practices. This case study grew out of the initial challenges I faced as a new instructor, which led me on a journey to find my own approach to teaching composition. That journey resulted in the implementation of writing center best practices, that I learned as a tutor, into my teaching philosophy, and this background equipped me to approach writing instruction as a facilitator, guiding students to become better writers.This case study examines which writing center practices, gleaned from my experiences in the UWC at IUPUI, I’ve incorporated into my classroom, why I’ve chosen these practices, and what student feedback reveals about these practices.