Everyday Writing Center

Geller, Anne Ellen; Eodice, Michele; Condon, Frankie; Carroll, Meg; Boquet, Elizabeth H

doi:10.2307/j.ctt4cgmkj

Cited by 27 publications

(4 citation statements)

References 4 publications

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“…The semester began with a rationale for the curriculum, utilizing local exigencies as well as scholarship that articulated the need for antiracism in writing centers (Geller et al, 2007). The full staff of administrators and peer consultants met to define terms and reflect on their reactions to the semester-long focus on antiracism.…”

Section: Curriculum Overviewmentioning

confidence: 99%

Narratives of Joy and Failure in Antiracist Assessment: Exploring Collaborative Writing Assessments

2024

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The Practices & Possibilities Series addresses the full range of practices within the field of Writing Studies, including teaching, learning, research, and theory. From Richard E. Young's taxonomy of "small genres" to Patricia Freitag Ericsson's edited collection on sexual harassment in the academy to Jessie Borgman and Casey McArdle's considerations of teaching online, the books in this series explore issues and ideas of interest to writers, teachers, researchers, and theorists who share an interest in improving existing practices and exploring new possibilities. The series includes both original and republished books. Works in the series areThe WAC Clearinghouse,

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Section: Curriculum Overviewmentioning

confidence: 99%

Narratives of Joy and Failure in Antiracist Assessment: Exploring Collaborative Writing Assessments

2024

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“…With these issues in mind, ongoing support for tutors would be better facilitated by a move beyond merely providing a list of useful tips (Nakamaru, 2010). It would also be better facilitated by less reliance on structured programs and required readings and an increase in experiential approaches (Geller et al, 2007). Tutor skill development can also aim to challenge the assumptions tutors may have about multilingual students writing in English and how additional languages are learned (Bell, 2019;Chang & Goldrick-Jones, 2019).…”

Section: Modes Of Skill Development Opportunitiesmentioning

confidence: 99%

Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language

Landry,

Pilin,

Brobbel

et al. 2023

cjsotl-rcacea

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With growing numbers of multilingual students who have first or primary languages other than English seeking the services of Canadian university writing centres where English is the language of instruction, providing these students with supportive and effective teaching and learning experiences is an important part of their post-secondary education. However, little research has been carried out to examine the impact of writing centre tutor skill development programs to foster meaningful teaching and learning experiences for multilingual students. This qualitative study employed focus group research methods to gather the writing centre tutors’ shared perceptions of their skill development opportunities for working with multilingual students. Data were coded and analyzed using a thematic approach. Findings point to multilingual student expectations, tutoring challenges, program effectiveness, and program applicability as elements that impact the tutors’ overall impressions of the skill development opportunities they encountered. While there were still areas for improvement, implementing a program of skill development for working with multilingual students in a writing centre was generally beneficial for the tutors in this study.

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“…It is in their messy, interpersonal character that the power of these moments emerges (Elmborg, 2002;Nordlof, 2014). This interpersonal approach has been part of Auburn's writing center training for years, as it is a fundamental principle of writing center pedagogy following the work of Elizabeth Boquet, Anne Ellen Geller, Michele Eodice, Frankie Condon, and Meg Carroll (Boquet, 2002;Geller et al, 2007).…”

Section: Collaboration Of Library and Writing Centermentioning

confidence: 99%

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

Goldsmith

2020

Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25

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The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

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Everyday Writing Center

Cited by 27 publications

References 4 publications

Narratives of Joy and Failure in Antiracist Assessment: Exploring Collaborative Writing Assessments

Narratives of Joy and Failure in Antiracist Assessment: Exploring Collaborative Writing Assessments

Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

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