Nguồn ngoài
Beyond Dichotomy - Synergizing Writing Center and Classroom Pedagogies
How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities.
- Tác giả
- Steven J. Corbett
- Nhà xuất bản
- George Mason University
- Nguồn
- LibreTexts
- Giấy phép
- CC BY-NC-ND
- Ngôn ngữ
- EN
- Danh mục
- Tiếng Anh
Mục lục· 9 mục
- 01: Chapters
- 1.01: Introduction- Sharing Pedagogical Authority- Practice Complicates Theory When Synergizing Classroom Small-Group and One-to-One Writing Instruction
- 1.02: Chapter One- Tutoring Style Tutoring Strategy- Course-Based Tutoring and the History Rhetoric and Reality of the Directive Nondirective Instructional Continuum
- 1.03: Chapter Two- Methods and Methodology- Locating Places People and Analytical Frames
- 1.04: Chapter Three- Macro- and Micro-Analyses of One-to-One Tutorials- Case Studies at the University of Washington
- 1.05: Chapter Four- Conflict and Care while Tutoring in the Classroom- Case Studies at the University of Washington and Southern Connecticut State University
- 1.06: Chapter Five- Conclusion- Toward Teacher Student Classroom Center Hybrid Choices
- 1.07: Works Cited
- 1.08: Appendix