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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."

archives of the Journal of Writing Research; open access articles available as PDFs