Opening the Door to Discourse: Cooperation, Authority, and the Inner-City High School Writing Center
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Date
2008
Authors
Feltenberger, Alaina
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Description
Journals like Praxis repeatedly demonstrate that writing centers are
constructive spaces where students can receive individualized support and
guidance throughout the writing process. Increasingly, universities across the
nation are establishing and funding their own writing centers, which serve
thousands of students each year. Writing center consultants and coordinators
have largely stopped struggling against academic bias that viewed writing
center work as somehow “illegitimate,” focusing instead on theory and
discussions of praxis. However, of the literature devoted to writing centers, very
little deals with existing or potential writing centers at the secondary level,
especially in urban schools. Therefore, I hope to not only share my practitioner
research as an inner-city high school writing center coordinator, I also hope to
open the door to a discussion of the complexities surrounding secondary-level
writing centers in public schools.