The Writing Center as Cultural and Interdisciplinary Contact Zone

The interactional construction of the academic reader in writing tutorials for international students: An advice-giving resource

“…As discussed in section 1.2, some scholars have argued that the tutor's lack of subjectspecific knowledge has a negative impact upon the effectiveness of writing centers (Mackiewicz 2004). Building on this, Monty (2016) contends that incorporating disciplinary expertise into writing centers -thereby constructing a 'triangulated contact zone'will promote a more equal power relationship and enable improved support. I argue that understanding the effectiveness of writing centers can be deepened by revealing the emergent needs of the students using them.…”

“…There has, however, been considerable debate as to the value of writing centres, with claims that generalist writing tutors' lack of specialist subject knowledge may reduce the scope of their advice (see Mackiewicz 2004). Monty (2016) also argues that this lack of specialist knowledge can undermine effective collaboration and support. To counter this, Monty suggests that writing centers should not be restricted to simple interactions between a generalist tutor and student, as this promotes an unequal power balance between the tutor and student.…”

The Future of Veteran Community Engagement: Perspectives on Engaging Veterans and Other Stakeholders in Research Agenda Setting

“…MSP volunteers had varying levels of experience writing peerreviewed publications ranging from none to regularly authoring scientific articles. The ENCORE team drew from writing center pedagogy of inclusion to develop an approach that could engage diverse MSP members (Barnett & Blumner, 2008;Blazer, 2015;Monty, 2016). Writing center practice begins from a collaborative mindset, so each MSP volunteer was paired with a writing partner from the ENCORE team.…”

Space, place, and power in South African writing centres: Special issue in honour of Sharifa Daniels

“…The writing centre space is no different from any other space in that it reflects power structures, values, and access to resources of different sorts (Singh-Corcoran and Emika 2011, Ede 1996). Monty (2016) questions the grand narrative of writing centre work as creating a safe space for students and being liberatory, showing that instead of challenging power structures, this narrative might actually inadvertently re-entrench them. We need to be more critical of our spaces and our attitudes towards them (McKinney 2005: 19).…”