The Idea of a Writing Center in Asian Countries: A Preliminary Search of Models in Taiwan




Chang, Tzu-Shan

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Writing centers in the U.S. are experiencing more diverse student populations than ever before. The increase in diversity affects the ways that centers function, in areas such as training programs, mentorships, tutoring strategies, and one-on-one interactions with students. Instead of closely examining the model of writing center adopted in the U.S., this paper investigates those centers located in Asian countries where most international students in American universities come from, in order to provide a different perspective for understanding the operation of writing centers in L2 contexts. Such a perspective helps index the methods for adjusting to a more diversified writing center, be it in the U.S. or in an L2 country, for cultivating better writers through the cooperation of L1 and L2 writing centers.

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