Abstract
Over the past ten years or so, much has been written about whether writing center tutors should be generalists or specialists: when tutors help clients from other disciplines, is it an asset for the tutors to be familiar with discipline-specific discourse conventions? Scholarship attempting to answer this question has been bi-polar: either tutors should be generalists, or they should be specialists. On the specialist side, some scholars argue that tutors’ knowledge of discipline-specific discourse conventions is important to the success of tutoring sessions, since the tutoring should revolve around the rhetoric of the discipline (Kiedaisch and Dinitz; Tinberg and Cupples: Shamoon and Burns). Judith Powers and Jane Nelson, for example, argue that
- Journal
- Writing Center Journal
- Published
- 1998
- DOI
- 10.7771/2832-9414.1399
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Citation Context
Cited by in this index (2)
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Fillenwarth et al. (2018)IEEE Transactions on Professional Communication
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Walker (1999)IEEE Transactions on Professional Communication
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