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dc.creatorFeltenberger, Alaina
dc.date.accessioned2017-11-03T15:52:06Z
dc.date.available2017-11-03T15:52:06Z
dc.date.issued2008
dc.identifierdoi:10.15781/T27S7J83G
dc.identifier.urihttp://hdl.handle.net/2152/62437
dc.descriptionJournals 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.en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 5, No 2
dc.subjectFeltenbergeren_US
dc.subjecthigh schoolen_US
dc.subjectAuthority and cooperationen_US
dc.subjectdiscourseen_US
dc.titleOpening the Door to Discourse: Cooperation, Authority, and the Inner-City High School Writing Centeren_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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