Literaturnachweis - Detailanzeige
| Autor/in | Sanford, Daniel |
|---|---|
| Titel | The Peer-Interactive Writing Center at the University of New Mexico |
| Quelle | In: Composition Forum, 25 (2012), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Tutoring; Laboratories; Writing (Composition); Writing Instruction; Higher Education; Peer Relationship; Tutors; Case Studies; Writing Evaluation; Feedback (Response); Writing Processes; New Mexico |
| Abstract | The one-on-one format of tutoring, which is the norm for "writing" centers, can foster the much-maligned view of a "writing center" as a fix-it shop and undermine the role of the tutor as a co-learner and facilitator of peer-to-peer interactions. The peer-interactive "writing center approach", presented here, moves away from the one-on-one model and towards a format that encourages genuine peer collaboration, recreates the "writing center" as a place to actually engage in writing, and encourages students in their intuitions about "writing". As a case study of such a peer-interactive approach, this profile provides an overview and evaluation of the "Writing" Drop-In Lab at the University of New Mexico, which provides a model for bringing the practice of "writing" tutoring into line with a view of "writing" as a collaborative, process-oriented phenomenon. (Contains 4 notes, 1 figure and 6 tables.) (As Provided). |
| Anmerkungen | Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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