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dc.creatorSloan, Philip J.
dc.date.accessioned2017-10-19T13:57:36Z
dc.date.available2017-10-19T13:57:36Z
dc.date.issued2013
dc.identifierdoi:10.15781/T2B85407V
dc.identifier.urihttp://hdl.handle.net/2152/62179
dc.descriptionWriting centers stand resolutely as the very embodiment of student-centered learning, dedicated – unflinchingly – to Stephen North’s enduring “idea:” that “writers, and not necessarily their texts, are what get changed by instruction” (“Idea” 438). Indeed, the “concept of a writing center” explicated on the IWCA website positions the student in the center of our world: “Each student’s individual needs are the focus of the tutorial” (Harris). One would be hard-pressed to find anyone in the writing center community who disagrees with this statement. The writing center is widely regarded as “the ultimate point-of-need pedagogical scene” (Boquet and Lerner 174).en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 10, No 2
dc.subjectPhilip J. Sloanen_US
dc.subjectsloanen_US
dc.subjectstudent-centereden_US
dc.titleAre We Really Student-Centered? Reconsidering the Nature of Student "Need"en_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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