Abstract
In her essay "Collaboration, Control, and the Idea of a Writing Center," Andrea Lunsford offers a much-needed critique of the traditional "garret" and "storehouse" models for writing-center instruction, and she argues for a collaborative model in which students work together in groups to discuss, question, write, and revise. In contrast to the storehouse and garret models that reinscribe rigidly authoritarian or naively libertarian beliefs about language use, this collaborative model dramatizes the "triangulation" or "dialogism" that theorists such as Donald Davidson, Mikhail Bakhtin, and Ann Berthoff place at the heart of composing: as students seek to join in a conversation that precedes and takes place around them, as they seek to understand, complicate, and communicate their perceptions with and through others. In the collaborative writing center, Lunsford writes, students learn how knowledge and reality are "mediated by or constructed through language in social use . . . the product of collaboration" (4). Through collaboration, Kenneth Bruffee writes, students come to internalize those social conversations; they develop "reflective thought" and learn to play "silently, in imagination, the parts of all the participants in the conversation" as they write and reflect (5).
- Journal
- Writing Center Journal
- Published
- 1993
- DOI
- 10.7771/2832-9414.1271
- CompPile
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