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Multilingual Writers and Writing Centers

Multilingual Writers and Writing Centers

BEN RAFOTH
Copyright Date: 2015
Pages: 184
https://www.jstor.org/stable/j.ctt128801f
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  • Book Info
    Multilingual Writers and Writing Centers
    Book Description:

    Multilingual writers-often graduate students with more content knowledge and broader cultural experience than a monolingual tutor-unbalance the typical tutor/client relationship and pose a unique challenge for the writing center.Multilingual Writers and Writing Centersexplores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future.

    This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors; and his own decades of experience. Well-grounded in daily writing center practice, the author identifies which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations.Multilingual Writers and Writing Centersis a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.

    eISBN: 978-0-87421-964-7
    Subjects: Language & Literature

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. ACKNOWLEDGMENTS
    (pp. vii-x)
  4. INTRODUCTION
    (pp. 1-17)

    How many layers of meaning must be peeled back to understand a word in context? Several? Several dozen? Lawyers, translators, teachers, and tutors are in business because language is a layer-cake of meanings. Whether the words are hard-to-translate ones likedude(American English) orcafune(Brazilian Portuguese), or deceptively simple ones likeboy,girl, orwhatever, words are only the beginning of the great chain of meaning. Arranged in columns and rows in a dictionary or thesaurus, words appear to contain only our thoughts, when in truth they do much more. Words also create a sense of belonging, exclusion, marginalization,...

  5. 1 THE CHANGING FACES OF WRITING CENTERS
    (pp. 18-39)

    From the time they were laboratories in the first half of the last century until today, one hundred years later, writing centers have evolved with higher education generally and the teaching of writing in particular. Writing centers have been around a long time and have made a difference in the lives of many students. Today, the face of writing centers is changing along with the worldwide expansion of educational opportunities. The foundation of writing center pedagogy—one-to-one instruction—is still a critical asset in the writing curriculum, but it is also labor—and intellectually—intensive, meaning that there are not...

  6. 2 LEARNING FROM INTERACTION
    (pp. 40-73)

    Tutors and teachers tend to judge a consultation or class by how engaged they feel when they are in it. A good class is lively and time flies. A boring class is one in which nobody talks but the teacher. These generalizations don’t give a complete picture, however, because engagement in teaching and learning has many facets. It’s not a matter of who does the talking or how much talking there is; an interesting lecture can be more stimulating than a plodding discussion, for example. Acquiring a deeper understanding of notions like interaction is important for tutors because engagement (generally)...

  7. 3 ACADEMIC WRITING
    (pp. 74-104)

    In an empirical study of writing across the curriculum, Chris Thaiss and Terry Myers Zawacki (2006) found that when faculty members are asked to describe their standards for academic writing, they tend to identify broad values that cut across disciplines:

    1. clear evidence in writing that the writer(s) have been persistent, open-minded, and disciplined in study;

    2. the dominance of reason over emotion or sensual perception;

    3. an imagined reader who is coolly rational, reading for information, and intending to formulate a reasoned response. (5– 7)

    This research gives evidence of the value that faculty members place on the rhetoric...

  8. 4 CORRECTIVE FEEDBACK
    (pp. 105-120)

    The idea that students write in order to be corrected by teachers has overshadowed much current writing instruction in the United States in part because it has such deep roots. When the course we know today as first-year writing (or freshman composition) started at Harvard University in the 1870s, it followed on the heels of a surge in student enrollments that brought with it a degree of ethnolinguistic diversity never before seen on campus. Documents at the time reveal some of the emotion behind deeply held biases. One Harvard professor equated good writing to “grammatical purity” free of “blunders which...

  9. 5 PREPARING OURSELVES AND OUR TUTORS
    (pp. 121-140)

    At one time, multilingual writers had a relatively low profile on college campuses in the United States. Now, they are actively recruited by colleges and universities. In some writing centers they comprise more than half the visits; they work as tutors and have become directors. The presence of multilingual writers and tutors has changed the conversation and given all students greater contact with other cultures as these writers have shared their disciplinary, cultural, and personal experiences. As tutors, they offer patience and intelligence to students of all backgrounds. For writing center directors, international students have ushered in a welcome and...

  10. GLOSSARY
    (pp. 141-142)
  11. REFERENCES
    (pp. 143-151)
  12. ABOUT THE AUTHOR
    (pp. 152-152)
  13. INDEX
    (pp. 153-157)