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On location : theory and practice in classroom-based writing tutoring /

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.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Spigelman, Candace, 1947-, Grobman, Laurie, 1962-
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Logan, Utah : Utah State University Press, ©2005.
©2005
Colección:UPCC book collections on Project MUSE.
Temas:
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Introduction: On location in classroom-based writing tutoring / Candace Spigelman, Laurie Grobman
  • Part one: Creating new alliances and connections through classroom-based writing tutoring
  • Diplomatic relations: peer tutors in the writing classroom / Teagan Decker
  • General readers and classroom totors across the curriculum / Mary Soliday
  • Building bridges to academic discourse: the peer group leader in basic writing peer response groups / Laurie Grobman
  • Writing and reading community learning: collaborative learning among writing center consultants, students, and teachers / Jim Ottery [and others]
  • Tutors' voices
  • building trust and community in peer writing group classrooms / Casey You
  • Part two: Reconciling pedagogical complications in classroom-based writing tutoring
  • The idea of a writing center meets the reality of classroom-based tutoring / Barbara Little Liu, Holly Mandes
  • Bringing the noise: peer power and authority, on location / Steven J. Corbett
  • A cautionary tale about "tutoring" peer response groups / Melissa Nicolas
  • Tutors' voices
  • active revision in a peer group: the role of the peer group leader / Kelly Giger
  • Tart three: Addressing issues of authority and role definition in classroom-based writing tutoring
  • Contextualizing issues of power and promise: classroom-based tutoring in writing across the curriculum / Marti Singer [and others]
  • Classroom-based tutoring and the "problem" of tutor identity: highlighting the shift from writing center to classroom-based tutoring / David Martins, Thia Wolf
  • "I've got no strings on me": avoiding Marionette Theater with peer consultants in the classroom / Susan Hrach Georgecink
  • Reconstructing authority: negotiating power in democratic learning sites / Candace Spigelman
  • Tutors' voices
  • institutional change and the university of Wisconsin-Madison writing fellows program / Jennifer Corroy
  • Conclusion: Hybrid matters: the promise of tutoring on locaiton / Laurie Grobman, Candice Spigelman.