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Synthesis of Qualitative Studies of Writing Center Tutoring, 1983-2006 New edition [Pehme köide]

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  • Formaat: Paperback / softback, 137 pages, kõrgus x laius: 225x150 mm, kaal: 240 g
  • Ilmumisaeg: 28-Sep-2012
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 1433117878
  • ISBN-13: 9781433117879
Teised raamatud teemal:
Synthesis of Qualitative Studies of Writing Center Tutoring, 1983-2006 New editionSuurem pilt
  • Formaat: Paperback / softback, 137 pages, kõrgus x laius: 225x150 mm, kaal: 240 g
  • Ilmumisaeg: 28-Sep-2012
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 1433117878
  • ISBN-13: 9781433117879
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781433117879.html
Märksõnad:
This synthesis of studies came about when one of the authors, who was searching for a unified theory of writing center tutoring, discovered that it would require analyzing existing studies to mine them for theories. The authors note that writing centers began appearing over a 20-year period beginning in the late 20th century. Among the topics addressed are: personal characteristics of participants, external influences, communication and emotion, roles, temperament, and outcome. Each chapter except the conclusion ends with a summary. Authors are Babcock (English, U. of Texas of the Permian Basin), Manning (writing center director and coordinator of developmental English, Frank and Sue Mayborn School of Journalism), and Rogers (U. of Texas and project research assistant). Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)

Arvustused

«In its review of all qualitative research about writing centers published from 1983-2006, Babcocks A Synthesis of Qualitative Studies of Writing Tutoring performs a long-needed service to our research and practice. Organized by topic and including theses, dissertations, collections, and articles published in a range of journals along with those in WCJ and WLN, A Synthesis of Qualitative Studies of Writing Tutoring is thorough and easy to use, a convenient reference guide to research on a particular topic. Further, it is an excellent demonstration of the grounded theory approach to qualitative research.» (Isabelle Thompson of Auburn University) «In its review of all qualitative research about writing centers published from 1983-2006, Babcocks A Synthesis of Qualitative Studies of Writing Tutoring performs a long-needed service to our research and practice. Organized by topic and including theses, dissertations, collections, and articles published in a range of journals along with those in WCJ and WLN, A Synthesis of Qualitative Studies of Writing Tutoring is thorough and easy to use, a convenient reference guide to research on a particular topic. Further, it is an excellent demonstration of the grounded theory approach to qualitative research.» (Isabelle Thompson of Auburn University)

Foreword ix
Acknowledgments xiii
Chapter 1 Introduction
1(12)
Background of Writing Centers
1(1)
Writing Center Research
2(1)
Current State of Writing Centers
3(2)
Background of the Study
5(1)
Methods
6(7)
Chapter 2 Personal Characteristics
13(14)
Knowledge
13(1)
Experience
14(1)
Race
15(1)
Sex
16(1)
Age
17(1)
(Non-)native English Speaker
17(2)
(Dis)ability
19(1)
Cultural Identity
20(1)
Preparation
20(1)
Attitude
21(1)
Writing Skills
21(1)
Appearance
22(1)
Summary
23(4)
Chapter 3 External Influences
27(14)
University
27(1)
Academic Discourse
28(1)
Subject
28(1)
Course
29(1)
Teacher
29(2)
Director
31(2)
Other People
33(1)
Duration of Relationship
33(1)
Expectations (Tutor and Tutee)
34(2)
Cultural Milieu
36(1)
Physical Space
36(1)
Time
37(1)
Medium
37(1)
Summary
38(3)
Chapter 4 Communication
41(18)
Listening
41(1)
Questioning
42(3)
Praise
45(2)
Negotiation
47(1)
Laughter
48(1)
Connectedness
48(1)
Discourse Features
49(3)
Non-verbal
52(2)
Summary
54(5)
Chapter 5 Roles
59(14)
(Non-)direct
59(2)
(Non-)confrontational
61(1)
Taking Charge
61(1)
Active/Passive
62(1)
(Non-)authoritarian
63(1)
"Gendered" Approach
64(1)
Power
65(1)
Resistance
66(1)
Teacher/Peer
66(1)
(In)sincerity
67(1)
Summary
68(5)
Chapter 6 Emotion
73(8)
Frustration
73(2)
Fear
75(1)
Guilt
76(1)
Confusion
76(1)
Comfort
77(1)
Summary
78(3)
Chapter 7 Temperament
81(6)
(In)sensitivity
81(2)
Confidence
83(1)
Empathy
84(1)
Summary
84(3)
Chapter 8 Outcome
87(12)
Session Focus
87(3)
Authority
90(1)
Material Outcomes
91(1)
Relationship
91(5)
Summary
96(3)
Chapter 9 Conclusion
99(26)
Relation to Other Scholarship
100(6)
Definitions of Success
106(5)
Theoretical Discussion
111(5)
Implications
116(5)
Looking Toward the Future
121(4)
Appendix 125(2)
Bibliography 127(8)
Index 135
Rebecca Day Babcock is Associate Professor of English at the University of Texas of the Permian Basin, where she teaches writing and linguistics. Her writings have appeared in Writing Lab Newsletter, The Journal of College Reading and Learning, Linguistics and Education, and Composition Forum as well as several popular publications. She is the co-author (with Terese Thonus) of Researching the Writing Center: Towards an Evidence-Based Practice (Peter Lang, 2012), and winner of the 2011 International Writing Centers Association (IWCA) Outstanding Article Award. Kellye Manning is Director of the Writing Center and Coordinator of Developmental English at the University of Texas of the Permian Basin, where she also teaches writing. She frequently works as a freelance editor and copy editor on a variety of scholarly works, and currently serves as journal manager for The Social Science Journal. Travis Rogers is a graduate of the University of North Texas, where he earned his MJ at the Frank and Sue Mayborn School of Journalism. While earning his BA in English and communication at the University of Texas of the Permian Basin, Rogers worked at the university Writing Center under Kellye Manning. In 2006, Rebecca Babcock and Manning recruited him to be a research assistant during the genesis of the project that would later evolve into this book. Rogers remained involved in the project, helping to present it at the 2008 IWCA conference, and later becoming the third co-author.