Beyond Dichotomy Synergizing Writing Center and Classroom Pedagogies
How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These m...
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| Format: | Electronic eBook |
| Language: | English |
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[Place of publication not identified]
WAC Clearinghouse
[2015]
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| Series: | Open textbook library.
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| Subjects: | |
| Online Access: | Access online version |
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Table of Contents:
- Front Matter
- Acknowledgments
- Introduction: Sharing Pedagogical Authority: Practice Complicates Theory When Synergizing Classroom, Small-Group, and One-to-One Writing Instruction
- Chapter One: Tutoring Style, Tutoring Strategy: Course-Based Tutoring and the History, Rhetoric, and Reality of the Directive/Nondirective Instructional Continuum
- Chapter Two: Methods and Methodology: Locating Places, People, and Analytical Frames
- Chapter Three: Macro- and Micro-Analyses of One-to-One Tutorials: Case Studies at the University of Washington
- Chapter Four: Conflict and Care while Tutoring in the Classroom: Case Studies at the University of Washington and Southern Connecticut State University
- Chapter Five: Conclusion: Toward Teacher/Student, Classroom/Center Hybrid Choices
- Works Cited
- Appendix
- Index