Cover

pdf iconDownload PDF

pp. 1-1

Title Page, Copyright

pdf iconDownload PDF

pp. 2-5

Contents

pdf iconDownload PDF

pp. v-7

read more

Preface

pdf iconDownload PDF

pp. vii-xiii

FOR SOME TIME now, I have been interested in how writing centers can help all students. I am always looking for issues that provoke interest, cause writing center people to reflect on tutorial practices, and lead to improvement. Tutoring deaf students is one such issue. Compositionists and writing center professionals are interested in learning...

read more

Acknowledgments

pdf iconDownload PDF

pp. xiv-17

I WOULD LIKE TO thank my family, especially Mike Babcock and Aileen, David, and Kristen Day, for supporting me in this research, the International Writing Centers Association and the Rock Valley College Foundation for funding the research, my professors Ben Rafoth, Rich...

read more

1. Introduction

pdf iconDownload PDF

pp. 1-14

SHORTLY AFTER I began directing the writing center at the University of Texas at Brownsville, two deaf students began coming in for tutoring. This event not only disrupted our routine but also sparked an ongoing interest in the complicated and multifaceted topic of tutoring deaf students at mainstream hearing postsecondary...

read more

INTERLUDE. Deaf Tutees

pdf iconDownload PDF

pp. 15-21

THE STORIES OF the various participants in this study are interspersed throughout the chapters. First I present the profiles of the deaf tutees. The rest will follow in the remaining chapters. For this study I took a cultural rather than a clinical view of deafness. For instance, I did not gather information about students’ levels of hearing loss and residual hearing...

read more

2. The Research Context

pdf iconDownload PDF

pp. 22-30

THE CONCEPT OF insider/outsider status is complex: “A single body cannot bridge that mythical divide between insider and outsider, researcher and researched. I am neither, in any simple way, yet I am both” (Weston, quoted in Olesen 2000, 227). Like Weston, as a researcher, I...

read more

INTERLUDE. Hearing Tutees

pdf iconDownload PDF

pp. 31-35

Squirt is twenty-one years old, white, and hearing. She is also a lesbian, and this identity is extremely important to her. She has a specific learning disability that affects her receptive and expressive language abilities. She chose her unusual pseudonym because she wanted to be named after her cat. Her cat’s name is Squirt, but I misheard it as Sport....

read more

3. Literacy Work in the Tutoring Session

pdf iconDownload PDF

pp. 36-66

THE CONTENTS OF a tutoring session are similar regardless of whether the conference involves a deaf student and a hearing tutor or a hearing student and a hearing tutor. In fact, all of the tutoring sessions I observed—for both deaf and hearing tutees—centered around some...

read more

INTERLUDE. Tutors

pdf iconDownload PDF

pp. 67-74

John had been a tutor at Davis College for two years when we started our observations. John, who is a white hearing male in his early twenties, is a film major. He took the tutor-training course at Davis with the writing center director, Ann, and found it to be valuable. In addition, he...

read more

4. How Tutoring Gets Done

pdf iconDownload PDF

pp. 75-115

THROUGH MY GROUNDED-THEORY coding and analysis of the tutoring sessions, I found that the tutors and students engaged in two primary kinds of interactions—taking charge and making sense, based on either (1) discourse or interaction or (2) texts. Taking charge is the act of...

read more

INTERLUDE. Interpreters

pdf iconDownload PDF

pp. 116-120

Linda is an interpreter and instructor at Davis College. She is in her twenties, white, and hearing. She has been interpreting for six years and has interpreted quite a few tutoring sessions in writing and has also done both general educational interpreting in a classroom situation and “platform...

read more

5. Interpersonal Factors

pdf iconDownload PDF

pp. 121-156

WHILE CONDUCTING MY grounded-theory research, I discovered that the other factors influencing tutoring were mostly interpersonal— the way in which the participants related to each other during the sessions. These relational factors include the effectiveness of various...

read more

INTERLUDE. Administrators

pdf iconDownload PDF

pp. 157-163

Brock is the assistant writing center director at Davis College. He is somewhere between twenty-five and thirty-five, white, and hearing. He is extremely involved in the writing center community and often takes groups of tutors to the National Conference on Peer Tutoring in Writing....

read more

6. Tutoring Deaf Students in the Writing Center

pdf iconDownload PDF

pp. 164-184

THE OVERARCHING PURPOSE of the research reported in this volume was to discover how tutoring sessions between a deaf tutee and a hearing tutor are conducted. As I analyzed the data, I looked at the dynamic between the participants, what was taught and learned, what...

Bibliography

pdf iconDownload PDF

pp. 185-192

Index

pdf iconDownload PDF

pp. 193-207