Longman / Prentice Hall

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The Longman Guide to Writing Center Theory and Practice
Robert W. Barnett
Jacob S Blumner, both of University of Michigan, Flint

ISBN-10: 0205574173
ISBN-13: 9780205574179

Publisher: Longman
Copyright: 2008
Format: Paper; 592 pp
Published: 04/27/2007

Suggested retail price: $65.00
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The Longman Guide to Writing Center Theory and Practice offers, in unparalleled breadth and depth, the major scholarship on writing centers.

 

This up-to-date resource for students, instructors, and scholars anthologizes essays on all major areas of interest to writing center theorists and practitioners. Seven sections provide a comprehensive view of writing centers: history, progress, theorizing the writing center, defining the writing center's place, writing-across-the curriculum, the practice of tutoring, cultural issues, and technology.

  • This major new anthology reprints 48 selections – three times as many articles as existing collections.
  • The editors' section introductions suggest ways to approach and combine the articles in each section.
  • A large section on tutoring and tutor training provides a variety of approaches to this topic.
  • Cultural differences in the writing center – an often underrepresented issue – are addressed.
  • A section on special-needs students provides insight into how best to serve this population of students.
  • The technology section uses articles to create a dialogue about technology's role in the writing center's operation.

All sections begin with "Introduction."

Forward by Christina Murphy.


Preface.


A HISTORY OF WRITING CENTERS: LOOKING IN THE REARVIEW MIRROR.

Robert H. Moore, The Writing Clinic and the Writing Laboratory.

Peter Carino, Early Writing Centers: Toward a History.

Judith Summerfield, Writing Centers: A Long View.

Joyce Kinkead, The National Writing Center as Mooring: A Personal History of the First Decade.

Elizabeth H. Boquet, Our Little Secret: A History of Writing Centers, Pre- to Post-Open Admissions.



"THE IDEA OF A WRITING CENTER": BUILDING A THEORETICAL FOUNDATION.

Stephen M. North, The Idea of a Writing Center.

Stephen M. North, Revisiting `The Idea of a Writing Center.'

Andrea Lunsford, Collaboration, Control, and the Idea of a Writing Center.

Eric Hobson, Maintaining Our Balance: Walking the Tightrope of Competing Epistemologies.

Christina Murphy, The Writing Center and Social Constructionist Theory.

Peter Carino, Theorizing the Writing Center: An Uneasy Task.

Terrence Riley, The Unpromising Future of Writing Centers.



DEFINING THE WRITING CENTER'S PLACE: ADMINISTRATIVE AND INSTITUTIONAL ISSUES.

Muriel Harris, Solutions and Trade-Offs in Writing Center Administration.

Mark L. Waldo, What Should the Relationship Be between the Writing Center and the Writing Program.

Karen Rodis, Mending the Damaged Path: How to Avoid Conflict of Expectations When Setting Up a Writing Center.

Jeanne Simpson, Perceptions, Realities, and Possibilities: Central Administration and Writing Centers.

Robert W. Barnett, Redefining Our Existence: An Argument for Short- and Long-Term Goals and Objectives.



THE PROCESS OF TUTORING: CONNECTING THEORY AND PRACTICE.

Kenneth A. Bruffee, Peer Tutoring and the `Conversation of Mankind.'

Jeff Brooks, Minimalist Tutoring: Making the Student Do All the Work.

Linda K. Shamoon and Deborah H. Burns, A Critique of Pure Tutoring.

Dave Healy and Irene L. Clark, Are Writing Centers Ethical?

Jean Keidaisch and Sue Dinitz, Look Back and Say `So What': The Limitations of the Generalist Tutor.

Muriel Harris, Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials vs. Peer-Response Groups.

John Trimbur, Peer Tutoring: A Contradiction in Terms.

Christina Murphy, Freud in the Writing Center: The Psychoanalytics of Tutoring Well.

Thomas Newkirk, The First Five Minutes: Setting the Agenda in a Writing Conference.

Kristen Walker, Difficult Clients and Tutor Dependency: Helping the Overly Dependent Clients Become More Independent Writers.

Evelyn Posey, An Ongoing Tutor-Training Program.



WELCOMING DIVERSITY: MULTIPLE CULTURES IN THE WRITING CENTER.

Marilyn M. Cooper, Really Useful Knowledge: A Cultural Studies Agenda for Writing Centers.

Ann DiPardo, `Whispers of Coming and Going': Lessons From Fannie.

Judith Powers, Rethinking Writing Center Conferencing Strategies for the ESL Writer.

Julie Neff, Learning Disabilities in the Writing Center.

Judith Kilburn, Cultural Diversity in the Writing Center: Defining Ourselves and Our Challenges.



WRITING CENTERS AND WRITING ACROSS THE CURRICULUM: A SYMBIOTIC RELATIONSHIP?

Ray Wallace, The Writing Center's Role in the Writing across the Curriculum Program: Theory and Practice.

Louise Z. Smith, Independence and Collaboration: Why We Should Decentralize Writing Centers.

Mark L. Waldo, The Last Best Place for Writing across the Curriculum: The Writing Center.

Muriel Harris, A Writing Center without a WAC Program: The De Facto WAC Center/Writing Center.

Michael A. Pemberton, Rethinking the WAC/Writing Center Connection.

Christina Murphy and Joe Law, Writing Centers as Infostructures: Relocating Practice within Futurist Theories of Social Change.



BEYOND THE PHYSICAL SPACE: TECHNOLOGY IN THE WRITING CENTER.

Eric Hobson, Straddling the Virtual Fence.

Peter Carino, Computers in the Writing Center: A Cautionary History.

Muriel Harris and Michael Pemberton, Online Writing Labs (OWLS): A Taxonomy of Options.

Dave Healy, From Place to Space: Perceptual Administrative Issues in the Online Writing Center.

David Coogan, Towards a Rhetoric of On-line Tutoring.

Irene L. Clark, Information Literacy and the Writing Center.

Longman Professional Development Series for Composition

The Longman Professional Development Series for Composition grows out of Longman’s deep commitment to the discipline and to the people who teach it. For many years, Longman has been a leader in publishing for the first-year composition classroom. We are proud to offer this series of useful resources for composition instructors, in addition to our distinguished list of handbooks, rhetorics, readers, and other textbooks. Covering a wide range of topics, the Longman Professional Development Series in Composition offers support for everyone from a seasoned writing program administrator to a brand-new teaching assistant, or even an undergraduate peer tutor.

Visit our online community for composition professional development: www.ablongman.com/comppro

View a Sample Chapter PDF:

Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students, contact your Pearson Higher Education representative for pricing and ordering information.

This title is a member of the Professional Development in Composition, which also contains the titles below . You can also visit the Professional Development in Composition page.

    The Allyn & Bacon Sourcebook for College Writing Teachers is a collection of writings on important theories and pedagogies in composition studies. Written by some of today's foremost scholars and teachers, the articles range from discussing how to integrate critical thinking and reading into writing instruction to methods for responding to and evaluating student writing to dealing with grammar and editing.

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    The text is divided into two parts. The first section explains the basics of the three main computer tools used in composition — word processor, e-mail, and the World Wide Web — and focuses on some basic ways these tools can be implemented for teaching writing. While the material assumes some basic knowledge, major concepts and terminology are always explained and defined fully. The second section addresses more directly the application of technology in the classroom. It includes practical advice on preparing for a course with an electronic component and what to do the first few days of class. This section also includes a series of lesson plans categorized according to pedagogical goals and technological requirements.

    A third supplementary section of this text includes trouble-shooting guides for common problems in the lab, a glossary of computer terms, sample Web pages that teachers can adapt for their courses, a section on Netiquette, and an index of on-line writing and grammar resources on the Web.

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    • Grounded in current writing center theory and practice, The Allyn & Bacon Guide to Peer Tutoring provides students with a comprehensive introduction to effective tutoring.

     

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    This up-to-date resource for students, instructors, and scholars anthologizes essays on all major areas of interest to writing center theorists and practitioners. Seven sections provide a comprehensive view of writing centers: history, progress, theorizing the writing center, defining the writing center's place, writing-across-the curriculum, the practice of tutoring, cultural issues, and technology.

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    Brief Description | Buy from myPearsonStore

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    • The Longman Teaching Assistant's Handbook is designed to help new and experienced graduate teaching assistants become more effective teachers, scholars, and members of the profession.

     

    As both graduate students and teachers, many TAs lead a divided life: learning how to balance the demands they face and fill the various roles they play can be difficult if not overwhelming. First-time TAs face the particularly difficult task of learning how to teach while at the same time learning how to succeed as graduate students. Experienced TAs often face the problem of learning how to identify and assume their roles in the profession.  The Longman Teaching Assistant's Handbook is written with both new and experienced TAs in mind. It addresses the concerns new TAs face and offers advice and guidance on the basics of teaching for the first time, while other advice – including the material on professional development, gaining administrative experience and preparing for the job market – will help more experienced TAs. The Handbook offers practical, time-tested advice that TAs can apply directly to their own classes and lives.

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    ISBN-10: 0205600751 | ISBN-13: 9780205600755
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    • A good handbook may be the most valuable resource a college student will ever have—but because instructors rarely integrate handbooks into actual classroom activities, students rarely realize what a useful tool they have in their hands.  This little book provides a wealth of advice and activities for using handbooks in composition classrooms.

     

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