Group items tagged

resources on setting boundaries with students who talk about personal issues during a session

discussion of and resources on setting boundaries regarding session length/end of session

From Praxis: "Consultant trainers are also finding that they don't always have to look off campus to shake up their training practices. Conventional boundaries for who receives training and who offers it are also expanding. A tenet of writing center practice is that it makes consultants better teachers and better writers."

discussion of limits on number of sessions per student per day or week see also: http://lyris.ttu.edu/read/messages?id=24524399

a discussion of distinctions between writing center tutoring and tutoring (English, writing, reading) that is offered by Learning Centers, Academic Skills Centers, etc.

From abstract: "This dissertation theorizes the writing center as bridge-as an institutional resource that supports second language graduate writers as they journey from outside the academy to the inside-including its strengths and limitations, both locally (for these writers at this writing center) and for the field more broadly. I offer the metaphor of the writing center as bridge, both as an alternate writing center identity and therefore as an alternate approach to tutoring, and as an approach that privileges the multiple subject positions that students hold as they use the writing center.  [...] Based on the literature, the experiences of these participants, and my own experiences as a tutor-turned-coordinator, I ultimately argue that nondirective tutoring is rooted in practice with native-English-speaking undergraduates and that this practice so dominates many writing centers' identities that it has left little room for other subject positions, including those of second language graduate writers."