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Tutors: Please follow the links below to access material.  While the first section, "RWU Tutor Documents" focuses more on the mechanics of tutoring in a writing center, the second section, "Articles," provides a crucial foundation for the philosophical bases of tutoring. 

RWU Tutor Documents

Articles

Please go to your Bridges account and access the required reading at the Writing Center Tutors site.  If you do not see that site in Bridges, please contact Karen. The articles for Fall 2014 are listed below and are all available in Bridges. 

Articles on Talking in the Writing Center (the more the better!)

  • "The Idea of a Writing Center," by Stephen M. North. From The St. Martin's Sourcebook for Writing Tutors, 4th ed., eds. Christina Murphy and Steve Sherwood.  Published by Bedford/St. Martin's; Boston; 2011. Pages 44-58.  Please find this article in the Resources folder on Bridges.
  • "Power and Authority in Peer Tutoring," by Peter Carino. From The Center Will Hold: Critical Perspectives on Writing Center Scholarship, eds. Michael A. Pemberton and Joyce Kinkead. Published by Utah State University Press; Logan, Utah; 2003. Pages 96-113. USED WITH PERMISSION OF AUTHOR.  Please find this article in the Resources folder on Bridges.
  • "Collaboration, Control, and the Idea of a Writing Center," by Andrea Lunsford. From The St. Martin's Sourcebook for Writing Tutors, 4th ed., eds. Christina Murphy and Steve Sherwood.  Published by Bedford/St. Martin's; Boston; 2011.  Pages 70-77.  Please find this article in the Resources folder on Bridges.
  • "Questioning in Writing Center Conferences," by Isabelle Thompson and Jo Mackiewicz.  From The Writing Center Journal, 33.2, Fall/Winter 2014.  Please find this article in the Resources folder on Bridges.

Articles on Genre and Discourse Community

  • "Introducing Students to Disciplinary Genres: The Role of the General Composition Course," by Patricia Linton, Robert Madigan, Susan Johnson. Language and Learning Across the Disciplines, Vol. 1, No. 2 (Oct. 1994). Available at: http://wac.colostate.edu/llad/v1n2/linton.pdf

Articles on New Practices & Approaches

  • "On the Rhetoric and Precedents of Racism," by Victor Villanueva. College Composition and Communication, Vol. 50, No. 4, A Usable Past: CCC at 50: Part 2 (Jun., 1999), pp. 645-661. Stable URL: http://www.jstor.org/stable/358485
  • "Retheorizing Writing Center Work to Transform a System of Advantage Based on Race," by Nancy M. Grimm.  From Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change, ed. by Laura Greenfield and Karen Rowan. Published by Utah State University Press; Logan, UT; 2011. Pages 75-100. Please find this article in the Resources folder on Bridges.
  • "BOLD: The Everyday Writing Center and the Production of New Knowledge in Antiracist Theory and Practice," by Anne Ellen Geller, Frankie Condon, and Meg Carroll.  From Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change, ed. by Laura Greenfield and Karen Rowan. Published by Utah State University Press; Logan, UT; 2011. Pages 101-123. Please find this article in the Resources folder on Bridges.
  • Facing the Center: Toward an Identity Politics of One-To-One Mentoring by Harry Denny.  Published by Utah State University Press; 2010. Please find selected chapters in the Resources folder on Bridges.

 

Articles on ESL Tutoring

  • “Reading an ESL Writer's Text," by Paul Kei Matsuda and Michelle Cox. From ESL Writers: A Guide for Writing Center Tutors, 2nd ed. Edited by Shanti Bruce and Ben Raforth.  Portsmouth: Boynton/Cook, 2009, pp. 42-50.  Please find this article in the Resources folder on Bridges.
  • "Avoiding Appropriation," by Carol Severino.  From ESL Writers: A Guide for Writing Center Tutors, 2nd ed. Edited by Shanti Bruce and Ben Raforth. Portsmouth: Boynton/Cook, 2009, pp.51-65.  Please find this article in the Resources folder on Bridges

A final word:
In "The Idea of a Writing Center," North remarks on the "heritage" of the writing center: "it stretches back farther than the late 1960s or the early 1970s, or to Iowa in the 1930s--back, in fact, to Athens, where in a busy marketplace a tutor called Socrates set up the same kind of shop: open to all comers, no fees charged, offering, on whatever subject a visitor might propose, a continuous dialectic that is, finally, its own end" (446).