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Multilingual Writers And Writing Centers

Autor: Ben Rafoth
Publisher: University Press of Colorado
ISBN: 0874219647
File Size: 9,62 MB
Format: PDF
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Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tutor—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future. This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors; and his own decades of experience. Well-grounded in daily writing center practice, the author identifies which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations. Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.

Around The Texts Of Writing Center Work

Autor: R. Mark Hall
Publisher: University Press of Colorado
ISBN: 1607325829
File Size: 13,51 MB
Format: PDF
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Around the Texts of Writing Center Work reveals the conceptual frameworks found in and created by ordinary writing center documents. The values and beliefs underlying course syllabi, policy statements, website copy and comments, assessment plans, promotional flyers, and annual reports critically inform writing center practices, including the vital undertaking of tutor education. In each chapter, author R. Mark Hall focuses on a particular document. He examines its origins, its use by writing center instructors and tutors, and its engagement with enduring disciplinary challenges in the field of composition, such as tutoring and program assessment. He then analyzes each document in the contexts of the conceptual framework at the heart of its creation and everyday application: activity theory, communities of practice, discourse analysis, reflective practice, and inquiry-based learning. Around the Texts of Writing Center Work approaches the analysis of writing center documents with an inquiry stance—a call for curiosity and skepticism toward existing and proposed conceptual frameworks—in the hope that the theoretically conscious evaluation and revision of commonplace documents will lead to greater efficacy and more abundant research by writing center administrators and students.

Writing Program And Writing Center Collaborations

Autor: Alice Johnston Myatt
Publisher: Springer
ISBN: 1137599324
File Size: 17,39 MB
Format: PDF, ePub, Docs
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This book demonstrates how to develop and engage in successful academic collaborations that are both practical and sustainable across campuses and within local communities. Authored by experienced writing program administrators, this edited collection includes a wide range of information addressing collaborative partnerships and projects, theoretical explorations of collaborative praxis, and strategies for sustaining collaborative initiatives. Contributors offer case studies of writing program collaborations and honestly address both the challenges of academic collaboration and the hallmarks of successful partnerships.

Teaching U S Educated Multilingual Writers

Autor: Mark Roberge
Publisher: University of Michigan Press
ISBN: 047203555X
File Size: 6,45 MB
Format: PDF, Kindle
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This volume was born to address the lack of classroom-oriented scholarship regarding U.S.-educated multilingual writers. Unlike prior volumes about U.S.-educated multilinguals, this book focuses solely on pedagogy--from classroom activities and writing assignments to course curricula and pedagogical support programs outside the immediate classroom. Unlike many pedagogical volumes that are written in the voice of an expert researcher-theorist, this volume is based on the notion of teachers sharing practices with teachers. All of the contributors are teachers who are writing about and reflecting on their own experiences and outcomes and interweaving those experiences and outcomes with current theory and research in the field. The volume thus portrays teachers as active, reflective participants engaged in critical inquiry. Contributors represent community college, college, and university contexts; academic ESL, developmental writing, and first-year composition classes; and face-to-face, hybrid, and online contexts. This book was developed primarily to meet the needs of practicing writing teachers in college-level ESL, basic writing, and college composition classrooms, but will also be useful to pre-service teachers in TESOL, Composition, and Education graduate programs.

Language Policies And Dis Citizenship

Autor: Prof. Vaidehi Ramanathan
Publisher: Multilingual Matters
ISBN: 1783090219
File Size: 27,92 MB
Format: PDF
Read: 252
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This volume explores the concept of 'citizenship', and argues that it should be understood both as a process of becoming and the ability to participate fully, rather than as a status that can be inherited, acquired, or achieved. From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. In addressing questions such as 'under what local conditions does "dis-citizenship" happen?'; 'what role do language policies and pedagogic practices play?' and 'what kinds of margins and borders keep humans from fully participating'? The chapters in this volume shift the debate away from visas and passports to more uncertain and contested spaces of interpretation.

The Bedford Guide For Writing Tutors

Autor: Leigh Ryan
Publisher: Bedford
ISBN: 9781457650727
File Size: 21,43 MB
Format: PDF, Mobi
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With expanded coverage of teaching in the information age and teaching multilingual writers, as well as a new chapter on research in the writing center, the Sixth Edition of The Bedford Guide for Writing Tutors addresses the needs of writing tutors as both teachers and scholars. This concise and practical introduction to tutoring in today’s diverse, multimodal writing environment includes numerous exercises and activities to help tutors develop their tutoring techniques and reflect on their teaching philosophies. Meanwhile, cartoons and tutoring examples throughout the text engage and entertain both experienced users and new tutors alike.

Ideal Versus Reality

Autor: Grant Eckstein
ISBN: 9781321608458
File Size: 6,43 MB
Format: PDF
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University writing centers aim to help mainstream English speaking (L1) students improve as writers. However, as increasing numbers of English as a second language (L2) writers have gravitated toward university writing centers in recent years, the typical mainstream practice of providing non-directive feedback that focuses on content rather than language has come under question. As a result, writing center researchers have begun to comment on what good writing center pedagogy for L2 writers should consist of while also describing how tutorials with L2 writers actually differ from tutorials with L1 writers. Although insightful, this literature is based on small scale, qualitative studies, and researchers have not investigated ways that writing tutorials may differ for so-called Generation 1.5 writers who use English as an additional language but have been educated in the U.S. Finally, it is unclear if tutorials are meeting the expectations of writing center clientele; this is important since client expectations can substantially influence the effectiveness of tutorial interactions and can simultaneously inform practitioners of how tutees view and use the writing center. To address these research gaps, this study investigates differences among L1, L2, and Generation 1.5 tutorials on a broad scale across many contexts in terms of students' feedback purposes, their expectations and reported experiences of tutorial directiveness and grammar instruction, and their expectations for cultural, rhetorical, and linguistic information. Findings show that while writers from different linguistic backgrounds attend writing tutorials with different purposes in mind and expect different levels of directiveness and grammar instruction, they nevertheless report fairly similar tutorials, which are characterized by directive tutoring and grammar assistance.

Teaching College Writing To Diverse Student Populations

Autor: Dana Ferris
Publisher: University of Michigan Press
ISBN: 0472033379
File Size: 6,65 MB
Format: PDF, Kindle
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Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s). This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the “audience” issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.