{"id":7119,"date":"2008-01-24T19:30:12","date_gmt":"2008-01-24T19:30:12","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2008\/01\/24\/writing-center\/"},"modified":"2008-01-24T19:30:12","modified_gmt":"2008-01-24T19:30:12","slug":"writing-center","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2008\/01\/24\/writing-center\/","title":{"rendered":"Writing Center Orientation 2008"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 7<\/span> mins<\/span><\/span>

Reigstad, Thomas J. and Donald A. McAndrew. Tutoring Writing: A Practical
\nGuide for Conferences<\/i>. Portsmouth: Boynton\/Cook, 2001. 1-30.<\/p>\n

<\/p>\n

These four chapters work through general points related to writing center work.
\nEach chapter consists of bullet-list-like entries, and, as such, the summary
\nnotes are best presented as follows:<\/p>\n

Chapter One: Theories Underpinning Tutoring Writing<\/p>\n

    \n
  • Social constructionism: grounded in Bruffee, Bakhtin, and Vygotsky.<\/li>\n
  • Reader response: grounded in Bleich’s subjective criticism and
    \n\tRosenblatt’s transactional criticism.<\/li>\n
  • Talk and writing: emphasis on the power of oral language and
    \n\tconversation.<\/li>\n
  • Collaborative learning: emphasis on participatory models of engagement
    \n\tin learning.<\/li>\n
  • Feminism: very brief discussion of "women’s psychology" and "connected
    \n\tknowing"<\/li>\n<\/ul>\n

    Chapter Two: Research Supporting Writing Groups
    \nThe second chapter is a brief bibliographic essay (only empirical studies, they
    \nnote), on peer response groups, conferences, and tutoring (in general, emph.
    \nliteracy, and emph. writing).<\/p>\n

    Chapter Three: What Tutoring Writing Isn’t
    \nA series of anti-examples:<\/p>\n

      \n
    • The Editor-Journalist Model: editors tend to be authoritative;
      \n\tjournalists often have no choice but to accept heavy-handed corrections
      \n\t(this is how it is depicted, anyway).<\/li>\n
    • Cheerleading: Atwell: "Avoid generalized praise." It is better to
      \n\tbe candid and honest. Agreed.<\/li>\n
    • Correcting errors: Exercise caution not to over-emphasize lower-order
      \n\tconcerns before considering higher-order concerns.<\/li>\n
    • Therapy: "Do not fall into the trap of becoming the writer’s counselor
      \n\tor therapist." <\/li>\n
    • Usurping ownership: Remain sensitive to the tutor’s recommendations
      \n\tdominating the student’s sense of the available options. <\/li>\n
    • Being an expert: Don’t be a know-it-all. <\/li>\n
    • Responding too late: Preferable to work well in advance of deadlines.<\/li>\n<\/ul>\n

      Chapter Four: The Writing and Tutoring Processes
      \nThis chapter works to complicate processual neatness, and replaces it, instead,
      \nwith the senses of chaos and fuzziness that govern writing and tutoring.
      \nThe strong emphasis here is on recursivity, the braid of "generating,
      \ntranslating, and reviewing" that goes on continuously. This complicates
      \nthe temporality of writing, and should be taken into account in the writing
      \ncenter. Tutoring approaches break down into student-centered,
      \ncollaborative, and teacher-centered. Along with a final emphasis on chaos
      \nand fuzziness, the chapter ends with a discussion of gesture and posture (sit at
      \ncorner so tutor and writer can see each other and the draft). <\/p>\n

      Rafoth, Ben. "Helping Writers to Write Analytically." A Tutor’s Guide<\/em>.
      \n2nd ed. Ed. Ben Rafoth. Portsmouth, NH: Boynton\/Cook, 2005. 76-84.<\/p>\n

      This short article echoes many of the points made by Reigstad and McAndrew.
      \nDrawing on Bruffee, Rafoth begins by emphasizing conversation as a method for
      \nexpanding a writer’s sense of the possibilities for writing (this is a shift
      \naway from individualistic cognition or what he calls a "thinking problem").
      \nTutoring sessions should be structured around a "shared purpose," he contends,
      \nand he goes on to offer practices that will ground a productive session: the
      \nexamination of perspective, the addition of complexity (viz., missed
      \nopportunities, counterpoints, or point of view), and the use of outside sources
      \nas "back-up singers" (80). He ends with a point about adding complexity through
      \ndialogue–complicating matters by probing more deeply with questions.
      \nConversation is, for Raforth, crucial to analysis, but analysis is an
      \nunderdeveloped method here–he never deals in much depth with what analysis is,
      \nwhat it does, or what are alternatives to analyzing.<\/p>\n

      "In most academic writing in the humanities and social sciences that calls
      \nfor analysis of some issue or controversy, a key move is to define and explain
      \nproblems, not to solve them" (79).<\/p>\n

      Gunner, Jeanne. "A Return to the Rhetoric of the Sentence." 11 Jan. 2008.
      \nMacGraw Hill Higher Education<\/em>. Jan. 2002
      \n<http:\/\/www.mhhe.com\/socscience\/english\/tc\/pt\/gunner.htm>.<\/p>\n

      Gunner contends that students must be adept at sentence-level matters if they
      \nare to be successful with rhetorics of other scales. She refers to
      \nShaughnessy’s Errors and Expectations<\/em> and Lanham’s Analyzing Prose<\/em> as a pair of
      \ntexts key to her premise in this piece: "the syntactic knowledge of basic
      \nwriting combined with the purposes of rhetorical study" (para. 2). Gunner
      \nemphasizes variation, the placement of clauses that will enrich an otherwise
      \nlinear style and effect different commands of a reader’s attention. The essay
      \nincludes examples of the effects brought about by participial phrases, adding
      \nappositives, and gaining proficiency with variations in punctuation. These
      \ntechniques make the writing–on a sentence-level–recursive rather than linear. <\/p>\n

      Brooks, Jeff. "Minimalist Tutoring: Making the Student Do All the Work." The
      \nSt. Martin’s Sourcebook for Writing Tutors<\/em>. 2nd ed. Eds. Christina Murphy
      \nand Steve Sherwood. Boston: Bedford\/St. Martin’s, 2003. 169-174.<\/p>\n

      Brooks elaborates North’s contention that Writing Centers are concerned foremost
      \nwith improving writers rather than refining the papers they carry in with them.
      \nHe does so strongly and with conviction, opening with a "worst case scenario" in
      \nwhich the tutor points out mechanical errors and sends the student away with a
      \nbetter paper, having done little to teach<\/i> the student. The breakdown
      \nparallels the advice expressed by Reigstad and McAndrew about the
      \njournalist-editor relationship. Brooks also argues that tutors are successful if
      \nthey can persuade students to pay more careful attention to their writing (171).<\/p>\n

      The second half of the short piece introduces several maxims for "basic
      \nminimalist tutoring":<\/p>\n

        \n
      1. "Sit beside the student, not across a desk" (171). This is one of
        \n\tmany Feng Shui rules for posture and position; odd about this is that it
        \n\tcomes down as a truism rather than sensitizing the tutor to the importance
        \n\tof an adaptive disposition that could be necessary for any number of reasons
        \n\t(situation, cultural variation, etc.).<\/li>\n
      2. "Try to get the student to be physically close to her paper than you
        \n\tare" (171). Why not have two copies? No, really, this one makes
        \n\tsense. <\/li>\n
      3. "If you are right-handed, sit on the student’s right" (172).<\/li>\n
      4. "Have the student read the paper aloud to you" (172).<\/li>\n<\/ol>\n

        Brooks also includes numbered lists for "Advanced Minimalist Tutoring" and
        \n"Defensive Minimalist Tutoring":<\/p>\n

          \n
        1. "Concentrate on success in the paper, not failure" (172).<\/li>\n
        2. "Get the student to talk" (172).<\/li>\n
        3. "If you have time…give the student a discrete writing task" (173).<\/li>\n<\/ol>\n

          If things are not going well, use Brooks’ defensive strategies:<\/p>\n

            \n
          1. "Borrow student body language" (173). This seems to me to assume
            \n\ttoo much about the situation; better to adapt according to a full sense of
            \n\tthe dynamics involved (including why).<\/li>\n
          2. "Be completely honest with the student who is giving you a hard time"
            \n\t(173).<\/li>\n<\/ol>\n

            Severino, Carol. "Avoiding Appropriation." ESL Writers: A Guide For Writing
            \nCenter Tutors<\/em>. Eds. Shanti Bruce and Ben Rafoth. Portsmouth, NH:
            \nBoynton\/Cook, 2004. 48-59.<\/p>\n

            Severino’s article addresses the problems involved with conversational
            \n"reformulation," the variety of appropriation in which a tutor can commandeer
            \nthe language choices of an L2 writer. She opens by recounting an experience with
            \na language teacher in Italy who effectively re-wrote her prose: "Almost every
            \nsentence was changed and elevated to a higher register" (49). For fairly
            \nobvious reasons, Severino thinks this can be damaging; appropriation obscures
            \nthe language choices of the author, and this must be avoided. Taken to its
            \nextreme limits, the idea of avoiding appropriation is difficult to reconcile
            \nwith teacherlessness or with an extreme hands-off approach to the interaction
            \nwith the writer. The giving of subtle permission and encouragement can
            \n"interfere with students’ control of their texts" (51). Of course, this
            \nisn’t inherently bad; it’s just that it has limits. Appropriation (or its
            \nless insidious partner, assimilation) is a regular, ongoing function of language
            \nuse, isn’t it? Severino ends her article with a list of 10 ideals to follow in
            \nan effort to avoid appropriation and, thereby, to respect "authentic" (i.e.,
            \nunadulterated) voice:<\/p>\n

              \n
            1. Accord the ESL writer authority.<\/li>\n
            2. Work on higher-order concerns (HOCs) before lower-order concerns (LOCs).<\/li>\n
            3. Address expressed needs.<\/li>\n
            4. Select particular passages to work on.<\/li>\n
            5. Ask writers to participate in reformulation decisions (sometimes using
              \n\tread-aloud).<\/li>\n
            6. Use speaking-into-writing strategies.<\/li>\n
            7. Explain the recommended changes.<\/li>\n
            8. Try to assess language learning.<\/li>\n
            9. Avoid misrepresenting the student’s language level on the page.<\/li>\n
            10. Consider the type of writing.<\/li>\n<\/ol>\n

              These can become complicated and are contingent on a large number of factors
              \nthat bear on any consultancy situation. <\/p>\n

              Staben, Jennifer and Kathryn Dempsey Nordhaus. "Looking at the Whole Text."
              \nESL Writers: A Guide For Writing Center Tutors<\/em>. Eds. Shanti Bruce and Ben
              \nRafoth. Portsmouth, NH: Boynton\/Cook, 2004. 71-83.<\/p>\n

              Staben and Dempsey emphasize the relevance shared between lower-order concerns
              \nand higher-order concerns. In making a case for looking at the whole text,
              \nthey urge dialogue that stirs up insights into knowledge and reasonable actions
              \nrelated to the writing. Their approach is derived from North’s work in
              \n"The Idea of a Writing Center," which ranks the improvement of writers above the
              \nimprovement of text (through Socratic dialogue, patterned questioning, a
              \nlistening disposition, etc.). They also comment on the value of models
              \n(i.e., examples) and honest, candid responses to the text. Staben and
              \nNordhaus contend that many L2 writers view the writing consultant as a "cultural
              \ninformant" whose knowledge can rescue their texts as they "help them understand
              \nthe assumptions and expectations of a U.S. academic audience, assumptions that
              \nare not usually directly addressed on the assignment sheet" (73). There is some
              \ndisagreement about the role the tutor must occupy as a cultural informant;
              \ncertainly, there is a degree to which the tutor helps demystify the process and
              \nmake it seem more manageable in light of any (misguided) preconceptions about
              \nwhat is expected. The article offers a list of practical advice, from beginning
              \nto conversation to being "direct, not directive." <\/p>\n

              "These are students who often literally cannot see the forest for the trees.:
              \nThey are so focused on language–on trying to wrestle their complicated thoughts
              \nonto paper using language abilities that are not yet sufficient to the
              \ntask–that they may not realize that the change in language and in culture
              \nnecessitates a different approach to communicating those thoughts to others"
              \n(74).<\/p>\n

              North, Stephen M. "The Idea of a Writing Center." College English 45.5 (1984):
              \n433-446.<\/p>\n

              North writes out of frustration about widespread misconceptions about writing
              \ncenters–their role and function in the scene of writing. His impatience
              \nis not so much with those who wouldn’t have any reason to think twice about a
              \nwriting center but instead with his colleagues in Composition Studies: "The
              \nsource of my frustration? Ignorance: the members of my profession, my
              \ncolleagues, people I might see at MLA or CCCC or read in the pages of College
              \nEnglish, do not understand what I do" (433). North is motivated by this
              \nproblem; he writes his way into it, blasting through specific references made by
              \nMaxine Hairston, who he says gets the history wrong in her "Winds of Change"
              \naddress and even goes so far as to spell out North’s "professional obituary" as
              \na director of a writing center (436). North asserts agency; he argues that
              \nthe writing centers and the principles they follow belong to "us"–an us he
              \nproudly claims. From disassembling claims leveled against writing centers,
              \nNorth shifts–in the second half of the piece–into a mode of positive
              \nredescription: "What should<\/i> they be?" The new writing center focuses on "produc[ing]
              \nbetter writers, not better writing" (438), and this maxim rings through much of
              \nthe writing center scholarship that follows this 1984 essay.<\/p>\n

              North characterizes the tutor as a researcher, in a move I think is due for
              \nmore opening up: "I think probably the best way to describe a writing center
              \ntutor is a holist devoted to participant-observer methodology" (439).
              \nNorth explains holism, drawing on Diesing’s Patterns of Discovery in the
              \nSocial Sciences<\/i>; he introduces a notion of process that is highly flexible
              \nand adaptive; and then he recoils a bit from the researcher comparison,
              \ncommenting, "I do not want to push the participant-observer analogy too far"
              \n(439). He works–boldly in some places and tentatively in others–to
              \ncorrect misconceptions while not going too far to idealize the work done in
              \nwriting centers. <\/p>\n

              He explains certain advantages held by the writing consultant: "we are here
              \nto talk to writers" (440); "we are not the teacher" [as the student seeks us
              \nout] (442), and "we can play with options" (443). He emphasizes that
              \nstudents come to the WC to write; they want to be there in almost every case.
              \nThe WC can function to intensify classroom experiences (440). He also
              \naddresses matters of funding and scholarship, resolving that "[o]ne
              \ncould…mount a pretty strong argument that things have never been better"
              \n(445). But the crux of North’s "idea" is that we–in writing centers–are
              \nfirst and foremost professional, and that we take ownership of the space and the
              \nwork done in it, resolving simply to guide and support writers as they write.<\/p>\n

              "As a profession I think we are holding on tightly to attitudes and beliefs
              \nabout the teaching and learning of writing that we thought we had left behind"
              \n(434).<\/p>\n","protected":false},"excerpt":{"rendered":"

              \u23f3 Approximate reading time: <\/span> 7<\/span> mins<\/span><\/span>Reigstad, Thomas J. and Donald A. McAndrew. Tutoring Writing: A Practical Guide for Conferences. Portsmouth: Boynton\/Cook, 2001. 1-30.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[173],"tags":[137,1888,1889,1890,1891,139,1903,435,1892,178,1904,1222,1905,1893,1894,1906,1895,1896,1897,1236,1907,1898,692,1908,1909,1158,278,1552,1672,130,1899,1900,143,1901,289,1902,1910,443,1911,769,421,140,783],"class_list":["post-7119","post","type-post","status-publish","format-standard","hentry","category-writing_center","tag-137","tag-1888","tag-1889","tag-1890","tag-1891","tag-analysis","tag-appropriation","tag-body","tag-brooks","tag-composition","tag-consultant","tag-dialogue","tag-guidance","tag-gunner","tag-hoc","tag-holism","tag-l2","tag-loc","tag-mcandrew","tag-methodology","tag-miminalism","tag-nordhaus","tag-north","tag-orientation","tag-participant-observation","tag-pattern","tag-pedagogy","tag-practical","tag-pragmatic","tag-process","tag-raforth","tag-reigstad","tag-research","tag-socrates","tag-space","tag-staben","tag-student","tag-text","tag-tutor","tag-work","tag-workshop","tag-writing","tag-writing-center"],"yoast_head":"\nWriting Center Orientation 2008 - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2008\/01\/24\/writing-center\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Writing Center Orientation 2008 - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 7 minsReigstad, Thomas J. and Donald A. 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I suppose this just proves what I'd\u2026","rel":"","context":"In "Writing Center"","block_context":{"text":"Writing Center","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_center\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7021,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/26\/berlin-rhetoric\/","url_meta":{"origin":7119,"position":1},"title":"Berlin, Rhetoric and Reality","author":"Derek Mueller","date":"August 26, 2006","format":false,"excerpt":"Berlin, James A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Carbondale: Southern Illinois Univ. Press, 1987. Berlin begins by framing three epistemological orientations in twentieth century rhetoric: objectivist, subjectivist and transactional. In an effort to characterize trends in the teaching of writing and rhetoric from 1900-1985, Berlin further\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6906,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/02\/29\/i-am-not-the-be\/","url_meta":{"origin":7119,"position":2},"title":"I Am Not the Best Writer","author":"Derek Mueller","date":"February 29, 2008","format":false,"excerpt":"I'm on a twenty-minute break before my final consulting appointment this Writing Center Friday No. 5. So far, five one-hour appointments and one half-hour appointment. Many of them have been in the early stages of drafting for papers due next week. Twice today I have heard the entry's title--and not\u2026","rel":"","context":"In "Writing Center"","block_context":{"text":"Writing Center","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_center\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6700,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/20\/carnival-trimbu\/","url_meta":{"origin":7119,"position":3},"title":"Carnival: Trimbur and Writing Studies","author":"Derek Mueller","date":"February 20, 2007","format":false,"excerpt":"Following Donna's renewed call for the late February Trimbur carnival, here are a couple of floats in response to \"Changing the Question: Should Writing Be Studied?\" from Composition Studies 31.1 (2003). For now I'll try to keep it to just two or three ideas. I've heard passing mention of \"writing\u2026","rel":"","context":"In "Academe"","block_context":{"text":"Academe","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/academe\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6970,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/07\/07\/night-watch\/","url_meta":{"origin":7119,"position":4},"title":"Night Watch","author":"Derek Mueller","date":"July 7, 2008","format":false,"excerpt":"Back to work: after last week's vacation in southern Pennsylvania, I've returned to the summer work regimen, earlier today holding five consultation hours in the Writing Center. It's just the second week of the Summer II session, so the scene was still. Two high school seniors-to-be came through mid-day working\u2026","rel":"","context":"In "Writing Center"","block_context":{"text":"Writing Center","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_center\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7130,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/08\/17\/consulting-by-d\/","url_meta":{"origin":7119,"position":5},"title":"Consulting by Discontinous Email","author":"Derek Mueller","date":"August 17, 2008","format":false,"excerpt":"In preparation for a Writing Center mini-seminar this Friday, I just finished reading the Yergeau et al. article, \"Expanding the Space of f2f,\" from the latest Kairos (13.1). 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