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This open-access book by Steven J. Corbett, Beyond Dichotomy: Synergizing Writing Center and Classroom Pegagogies, is available to be downloaded free. it is described as follows: How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically. This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications-especially of directive and nondirective tutoring strategies and methods-for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.

ABSTRACT: "This paper reports the results of a study comparing the interactional dynamics of face-to-face and on-line peer-tutoring in writing by university students in Hong Kong. Transcripts of face-to-face tutoring sessions, as well as logs of on-line sessions conducted by the same peer-tutors, were coded for speech functions using a system based on Halliday's functional-semantic view of dialogue.Results show considerable differences between the interactional dynamics in on-line and face-to-face tutoring sessions. In particular, face-to-face interactions involved more hierarchal encounters in which tutors took control of the discourse, whereas on-line interactions were more egalitarian, with clients controlling the discourse more. Differences were also found in the topics participants chose to focus on in the two modes, with issues of grammar, vocabulary, and style taking precedence in face-to-face sessions and more "global" writing concerns like content and process being discussed more in on-line sessions." "

Bell, Diana C., Holly Arnold, and Rebekah Haddock. "Linguistic Politeness in Peer Tutoring." The Learning Assistance Review 14.1 (2009): 36-54. From abstract: "use[s] politeness theory to analyze the developing tutorial relationship between students and peer tutors in a university writing center" (36).

Discussion of possible titles for tutors (peer tutor, consultant, etc.) see also: http://lyris.ttu.edu/read/messages?id=16317123

Discussion of possible titles for tutors (peer tutor, consultant, etc.) another discussion: http://lyris.ttu.edu/read/messages?id=10589116 see also: http://lyris.ttu.edu/read/messages?id=18940138 see also: http://lyris.ttu.edu/read/messages?id=19283351 see also: http://lyris.ttu.edu/read/messages?id=19410337

from abstract: "in keeping with theory and practice of tutor training in inquiry-based pedagogy, ELL students and peer tutors vacillate between the linguistic dominant position, indicating that participants establish a collaborative and egalitarian environment. However, L1 tutors may experience dissonance because the agenda set by ELL students often focuses on surface features such as grammar and diction rather than on global revisions" (36).

PeerCentered is a space for peer writing tutors/consultants or anyone interested in collaborative learning in writing centers to blog with their colleagues from around the world. Bloggers here will share their ideas, experiences, or insight. Related conversation on WCenter (links to archived "Meet the Author" sessions): http://lyris.ttu.edu/read/messages?id=19608359

PeerCentered is a space for peer writing tutors/consultants or anyone interested in collaborative learning in writing centers to blog with their colleagues from around the world. Bloggers here will share their ideas, experiences, or insight. Has a search engine to search for topics discussed in blog entries.

A powerpoint-style video designed to accompany entry level peer tutor training at the writing lab at Cochise College.

a discussion of balance of peer vs. professional tutors on staffs see also: http://lyris.ttu.edu/read/messages?id=21463331 see also: http://lyris.ttu.edu/read/messages?id=24465351

crowdsourcing a list of peer tutor training videos

best practices when writing centers offer peer-review workshops

best practices when writing centers offer peer-review workshops

discussing how directors find or recruit applicants for peer tutoring positions see also: http://lyris.ttu.edu/read/messages?id=2776226

a discussion of placing peer tutors in writing classes (mentoring) see also: http://lyris.ttu.edu/read/messages?id=19770331 see also: http://lyris.ttu.edu/read/messages?id=24437343 see also: http://lyris.ttu.edu/read/messages?id=24564475 see also: http://lyris.ttu.edu/read/messages?id=24599558

example syllabi available in the message thread see also: http://lyris.ttu.edu/read/messages?id=1142725 see also: http://lyris.ttu.edu/read/messages?id=19339339 see also: http://lyris.ttu.edu/read/messages?id=19083164 see also: http://lyris.ttu.edu/read/messages?id=24549384

discussing whether to include a writing requirement in the interview process for peer tutors

discussion of available resources for peer tutor conference travel

home page for the D.C. area peer tutoring group for secondary school writing and learning centers. Lists events in the area and links to resources for secondary school writing centers

questions on basic composition and preparing students for proficiency exams; a bibliography on training and using peer tutors; reports from individual labs; mailing list

discussion of resources related to tutoring graduate students

Article in NCTE's Forum by Nicole Caswell, Jackie Grutsch McKinney, and Rebecca Jackson, "A Glimpse into the Working Lives of New Writing Center Directors." pp. A3-7. This issue of Forum focuses on "Issues about Part-Time and Contingent Faculty." Vol. 18.1 (Fall 2014). Access on the NCTE site is limited to NCTE members, but readers may have access through institutional libraries with databases of online publications. Article focuses on who does the work of directing and what work do new directors perform.

crowdsourcing a list of possible texts for a course on peer tutoring see also: http://lyris.ttu.edu/read/messages?id=19344332 see also: http://lyris.ttu.edu/read/messages?id=24436340