Opening the Door to Discourse: Cooperation, Authority, and the Inner-City High School Writing Center




Feltenberger, Alaina

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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.

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