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dc.creatorHashlamon, Yanar
dc.date.accessioned2019-02-01T20:04:22Z
dc.date.available2019-02-01T20:04:22Z
dc.date.issued2018
dc.identifierdoi:10.15781/T2DN40G80
dc.identifier.urihttp://hdl.handle.net/2152/72712
dc.description.abstractThis meta-analysis of writing center scholarship surveys the last twenty years of empirical work from The Writing Center Journal, WLN: A Journal of Writing Center Scholarship, and Praxis: A Writing Center Journal. Writing centers are traditionally predicated on treating writers as both beneficiaries of tutoring and active collaborators in its success. Our pedagogy is tutee-centered in its practice and the benefits it produces, and although we pride ourselves in acting as team players in tutoring sessions, does the same quality emerge in existing research? This paper finds writing center scholarship is rife with studies where the writer-as-beneficiary takes precedence over the often-absent writer-as-collaborator. Put another way, we often attend to writers as recipients of tutoring, but we rarely address their perspectives as active participants in testing our pedagogical assumptions. This paper demonstrates historical trends in scholarship and recent moves to center writers in rigorous, participatory roles in evidence-based inquiry. By engaging with tendencies in data collection in writing center research, this project addresses an unconsidered gap between existing principles and the role of tutees in our evolving research practices. This project offers a custom taxonomy for tutee-based studies, and a thematically organized table of findings.en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 16, No 1
dc.subjectWriting Centeren_US
dc.subjectScholarshipen_US
dc.titleAligning With The Center: How We Elicit Tutee Perspectives in Writing Center Scholarshipen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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