Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach

dc.contributor.advisorFox, Stephen L.
dc.contributor.authorGellin, Laura M.
dc.contributor.otherBuchenot, Andre
dc.contributor.otherHogue, Teresa Molinder
dc.date.accessioned2012-05-04T16:48:39Z
dc.date.available2012-05-04T16:48:39Z
dc.date.issued2012-05-04
dc.degree.date2012en_US
dc.degree.disciplineDepartment of Englishen
dc.degree.grantorIndiana Universityen_US
dc.degree.levelM.A.en_US
dc.descriptionIndiana University-Purdue University Indianapolis (IUPUI)en_US
dc.description.abstractWhile 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.en_US
dc.identifier.urihttps://hdl.handle.net/1805/2793
dc.identifier.urihttp://dx.doi.org/10.7912/C2/391
dc.language.isoen_USen_US
dc.subjectwriting centeren_US
dc.subjectcompositionen_US
dc.subjectmetacognitionen_US
dc.subjecttransformationen_US
dc.subjectmotivationen_US
dc.subjectpublic writingen_US
dc.subjectdigital literacyen_US
dc.subjecttechnology integrationen_US
dc.subjecttutor-teacheren_US
dc.subjectlifelong learningen_US
dc.subject.lcshWriting centersen_US
dc.subject.lcshTutors and tutoringen_US
dc.subject.lcshMetacognitionen_US
dc.subject.lcshComposition (Language arts)en_US
dc.titleAdapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approachen_US
dc.typeThesis
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