Group items tagged

a discussion of limiting number of sessions per day

b discussion of a NNES student who visits the WC very frequently; discussion of limits on visits

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

in addition to the usual discussions about shift limits, also discusses after-hours use of WC space

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."

Faculty and writing center tutors bring expertise to writing as practice and pro-cess. Yet at many institutions, the two groups work in relative isolation, missing opportunities to learn from each other. In this article, I describe a faculty de-velopment initiative in a multidisciplinary writing program that brings together new faculty and experienced undergraduate tutors to workshop instructors' com-ments on first-year writing. The purpose of these workshops is to assist faculty in crafting inquiry-driven written responses that pave the way for collaborative faculty-student conferences. By bringing together scholarly conversations on tu-tor expertise and the role of faculty comments in student learning, I argue for the value of extending partnerships between writing centers and programs. Such ac-counts are important to the field for challenging what Grutsch McKinney (2013) calls the "writing center grand narrative," which limits the scope of writing center work by imagining centers primarily as "comfortable, iconoclastic places where all students go to get one-to-one tutoring on their writing" to the exclusion of lived realities (p. 3). In this case, I describe a writing center where tutors bring their expertise outside the center and into the faculty office, consulting in small groups with faculty with the aim of enriching the quality of instructor feedback in first-year seminars.

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.

discussing what one would purchase with a "sky's the limit" budget

many discussions on the length of sessions see also: http://lyris.ttu.edu/read/messages?id=6568111 see also: http://lyris.ttu.edu/read/messages?id=6575122 see also: http://lyris.ttu.edu/read/messages?id=6617126 see also: http://lyris.ttu.edu/read/messages?id=11080125 see also: http://lyris.ttu.edu/read/messages?id=18668130 see also: http://lyris.ttu.edu/read/messages?id=19256382 see also: http://lyris.ttu.edu/read/messages?id=23778331 see also: http://lyris.ttu.edu/read/messages?id=24509346 (continues here: http://lyris.ttu.edu/read/messages?id=24509347)

a discussion of limits on shift length for tutors see also: http://lyris.ttu.edu/read/messages?id=24556463

a discussion of how a writing center with limited resources might meet increased demand following a successful marketing campaign