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dc.creatorHallman, Rebecca
dc.date.accessioned2017-10-27T17:03:09Z
dc.date.available2017-10-27T17:03:09Z
dc.date.issued2014
dc.identifierdoi:10.15781/T2H41K358
dc.identifier.urihttp://hdl.handle.net/2152/62318
dc.descriptionWe were halfway through our Summer 2014, PhD-level, required University of Houston,2 Bauer College of Business class, MARK 8397: Communicating Academic Research, when Carol,3 a five-foot tall, thick-skinned, straight-shooting, endowed chair and Marketing professor explained my role in her course as “hand holding.” I raised my eyebrow and waited for her to continue. “You know, confidence building,” she continued. I felt slightly better. Then she said, “Academic writing is confusing for students because they don’t know which way to go. They might know when and why they need to make changes, but they don’t really know how to do it.” This was better. Carol’s idea of me as a guide for students through the “how” of academic writing was something I felt matched my own understanding of my role in the course.en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 12, No 1
dc.subjectHallmanen_US
dc.subjectgraduate levelen_US
dc.subjectmarketingen_US
dc.subjecttutoren_US
dc.titleRe-Envisioning Course-Embedded Programs at the Graduate Level: A Tutor's Experience in a Doctoral, Translingual Marketing Courseen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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