In this Book

On Location
summary

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.

On Location is the first volume to discuss this emerging practice in a methodical way. The essays in this collection integrate theory and practice to highlight the alliances and connections on-location tutoring offers while suggesting strategies for resolving its conflicts. Contributors examine classroom-based tutoring programs located in composition courses as well as in writing intensive courses across the disciplines.

Table of Contents

  1. Cover
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  1. Title Page, Copyright, Dedication
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  1. CONTENTS
  2. pp. vii-viii
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  1. PREFACE
  2. pp. ix-x
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  1. ACKNOWLEDGMENTS
  2. p. xi
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  1. Introduction: On Location in Classroom-Based Writing Tutoring
  2. pp. 1-14
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  1. PART ONE Creating New Alliances and Connections Through Classroom-Based Writing Tutoring
  2. p. 15
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  1. 1 Diplomatic Relations: Peer Tutors in the Writing Classroom
  2. pp. 17-30
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  1. 2 General Readers and Classroom Tutors across the Curriculum
  2. pp. 31-43
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  1. 3 Building Bridges to Academic Discourse: The Peer Group Leader in Basic Writing Peer Response Groups
  2. pp. 44-59
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  1. 4 Writing and Reading Community Learning: Collaborative Learning among Writing Center Consultants, Students, and Teachers
  2. pp. 60-71
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  1. 5 Tutors’ Voices—Building Trust and Community in Peer Writing Group Classrooms
  2. pp. 72-84
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  1. PART TWO Reconciling Pedagogical Complications in Classroom-Based Writing Tutoring
  2. p. 85
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  1. 6 The Idea of a Writing Center Meets the Reality of Classroom-Based Tutoring
  2. pp. 87-100
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  1. 7 Bringing The Noise: Peer Power and Authority, On Location
  2. pp. 101-111
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  1. 8 A Cautionary Tale about “Tutoring” Peer Response Groups
  2. pp. 112-125
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  1. 9 Tutors’ Voices—Active Revision in a Peer Group: The Role of the Peer Group Leader
  2. pp. 126-136
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  1. PART THREE Addressing Issues of Authority and Role Definition in Classroom-based Writing Tutoring
  2. p. 137
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  1. 10 Contextualizing Issues of Power and Promise: Classroom-based Tutoring in Writing across the Curriculum
  2. pp. 139-156
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  1. APPENDIX WORKING WITH WAC CONSULTANTS ATGEORGIA STATE UNIVERSITY
  2. pp. 15-169
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  1. 11 Classroom-Based Tutoring and the “Problem” of Tutor Identity: Highlighting the Shift from Writing Center to Classroom-Based Tutoring
  2. pp. 157-173
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  1. 12 “I’ve Got No Strings on Me”: Avoiding Marionette Theater with Peer Consultants in the Classroom
  2. pp. 174-184
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  1. 13 Reconstructing Authority: Negotiating Power in Democratic Learning Sites
  2. pp. 185-204
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  1. 14 Tutors’ Voices—Institutional Change and the University of Wisconsin–Madison Writing Fellows Program
  2. pp. 205-218
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  1. Conclusion: Hybrid Matters: The Promise of Tutoring On Location
  2. pp. 219-232
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  1. NOTES
  2. pp. 233-244
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  1. REFERENCES
  2. pp. 245-255
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  1. CONTRIBUTORS
  2. pp. 256-258
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  1. INDEX
  2. pp. 259-261
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