In this Book

  • Redefining Roles: The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers
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  • Megan Swihart Jewell
  • 2021
  • Published by: Utah State University Press
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summary
Redefining Roles is the first book to recognize and provide sustained focus on the presence of professional, faculty, and graduate student consultants in writing centers. A significant number of writing centers employ non-peer consultants, yet most major training manuals are geared toward undergraduate tutoring practices or administrators. This collection systematically addresses this gap in the literature while initiating new conversations regarding writing center staffing.
 
Thirty-two authors, consultants, and administrators from diverse centers—from large public four-year institutions to a private, online for-profit university—provide both theoretical frameworks and practical applications in eighteen chapters. Ten chapters focus on graduate consultants and address issues of authority, training, professional development, and mentoring, and eight focus on professional and faculty consultant training as well as specific issues of identity and authority. By sharing these voices, Redefining Roles broadens the very idea of writing centers while opening the door to more dialogue on the important role these practitioners play.
 
Redefining Roles is designed for writing center practitioners, scholars, and staff. It is also a necessary addition to help campus administrators in the ongoing struggle to validate the intellectually complex work that such staff performs.
 
Contributors: Fallon N. Allison, Vicki Behrens, Cassie J. Brownell, Matt Burchanoski, Megan Boeshart Burelle, Danielle Clapham, Steffani Dambruch, Elise Dixon, Elizabeth Festa, Will Fitzsimmons, Alex Frissell, Alex Funt, Genie Giaimo, Amanda Gomez, Lisa Lamson, Miriam E. Laufer, Kristin Messuri, Rebecca Nowacek, Kimberly Fahle Peck, Mark Pedretti, Irina Ruppo, Arundhati Sanyal, Anna Scanlon, Matthew Sharkey-Smith, Kelly A. Shea, Anne Shiell, Anna Sicari, Catherine Siemann, Meagan Thompson, Lisa Nicole Tyson, Marcus Weakley, Alex Wulff
 

Table of Contents

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  1. Cover
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  1. Title, Copyright, Dedication
  2. pp. i-vi
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  1. Contents
  2. pp. vii-x
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  1. Foreword
  2. Elizabeth H. Boquet
  3. pp. xi-xiv
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  1. Introduction
  2. Joseph Cheatle and Megan Swihart Jewell
  3. pp. 3-14
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  1. Part 1: Faculty and Professional Consultants
  1. 1. Redefining Training for Faculty Tutors: Practical Strategies for Creating Sustainable Professional Development
  2. Miriam E. Laufer
  3. pp. 17-30
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  1. 2. Modular Training for Professional Writing Center Consultants
  2. Fallon N. Allison
  3. pp. 31-43
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  1. 3. Examining Assumptions about Training and Development for Writing Center Professional Consultants
  2. Anne Shiell
  3. pp. 44-57
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  1. 4. Reading between the Lines: Professional Tutor Training with the Stanislavski System for Actors
  2. Irina Ruppo
  3. pp. 58-70
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  1. 5. Professional Tutors, Shifting Identities: Narratives from the Center
  2. Kimberly Fahle Peck, Lisa Nicole Tyson, Amanda Gomez, and Steffani Dambruch
  3. pp. 71-85
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  1. 6. Teachers versus Tutors: Is There a Place for Faculty Tutors in a University Writing Center?
  2. Arundhati Sanyal and Kelly A. Shea
  3. pp. 86-100
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  1. 7. Between Definitions: Negotiating the Role of Professional Writing Consultants Online
  2. Matthew Sharkey-Smith
  3. pp. 101-110
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  1. 8. Faculty and Professional Consultants, the Writing Center, and STEM
  2. Catherine Siemann
  3. pp. 111-122
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  1. Part 2: Graduate Student Consultants
  1. 9. When Is a Peer Not a Peer? Negotiating Authority and Expertise in Graduate Student Writing Consultations
  2. Marcus Weakley and Mark Pedretti
  3. pp. 125-138
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  1. 10. Integrating Graduate Student Consultants: Community Building in Writing Centers through Onboarding and Mentorship
  2. Genie Giaimo and Joseph Cheatle
  3. pp. 139-151
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  1. 11. Critical Mentorship in the Writing Center: Teaching Intentional Kindness and Rhetoric of Respect in Staff Education
  2. Anna Sicari
  3. pp. 152-164
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  1. 12. Graduate Tutor Professional Development - and Collaborative Leadership - in an Undergraduate Writing Center
  2. Rebecca Nowacek, Matt Burchanoski, Danielle Clapham, Will Fitzsimmons, Alex Frissell, Lisa Lamson, and Anna Scanlon
  3. pp. 165-178
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  1. 13. (Graduate) Friends with Benefits: Writing Relationships into the Center
  2. Elise Dixon and Cassie J. Brownell
  3. pp. 179-191
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  1. 14. Making the Invisible Visible: Valuing Labor in the Design of an Observation-Based Mentor Program for Graduate Student Writing Tutors
  2. Alex Wulff
  3. pp. 192-203
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  1. 15. Investing in Graduate Tutor Training: A Sustained Approach
  2. Vicki Behrens and Alex Funt
  3. pp. 204-215
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  1. 16. Disciplinary Ambassadors in the Graduate Writing Center: A Professional Development Framework for Graduate Consultants from Diverse Fields
  2. Kristin Messuri
  3. pp. 216-228
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  1. 17. Genre Knowledge and (Cross)Disciplinary Awareness: Preparing Graduate Consultants to Support Proposals
  2. Elizabeth Festa
  3. pp. 229-240
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  1. 18. An Inquiry-Based Approach for Customizing Training for Graduate Student Tutors
  2. Megan Boeshart Burelle and Meagan Thompson
  3. pp. 241-252
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  1. Index
  2. pp. 253-262
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  1. About the Editors
  2. pp. 263-264
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  1. About the Authors
  2. pp. 265-269
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