Babcock (English, U. of Texas of the Permian Basin) offers writing instructors a set of methods for teaching deaf students to be better writers. She draws on a study of deaf and hearing students and their tutors in two mainstream colleges to describe sessions between deaf students, hearing tutors, and the interpreters that help them communicate. Culling 36 interviews and 19 tutoring sessions with 16 participants, she describes the key differences between deaf-hearing and hearing-hearing tutorials and suggests ways to modify tutoring and tutor-training practices. She provides details on the tutees and tutors, the research context, the content of a tutoring session, interactions in sessions, interpreters and administrators, interpersonal factors, key tutoring factors, the efficacy of common tutoring techniques, contributing and complicating factors, and recommendations for practice. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)
This book supplies writing instructors an effective set of methods for teaching Deaf and other students how to be better writers, using a well-grounded theory analysis that provides a complete paradigm for all tutoring of writing.
