Abstract
The range of outreach projects recounted in recent journal articles, discussions on WCENTER’s electronic forum, and conference presentations indicate that collectively we as writing center professionals have indeed been working to extend the conversation about one-to-one work across our campuses. Writing across the curriculum partnerships with classroom teachers (Gill; Mullin, “Tutoring for Law Students”; Soliday), satellite writing centers in dorms or specific academic departments (“Advice on Satellite Centers”), on-line writing centers (Denny and Livesey), and administrative portfolios reflecting the complex combination of teaching, research, and administration entailed in the work of writing center directors (Olson; Perdue) are all examples of the expanding presence of writing centers at our institutions. Yet if we are to extend the benefits of one-to-one work to teachers, the individuals who most influence the type of writing our students do, we need to find ways of communicating with them directly and regularly. The conference summary—the record of a tutor’s interaction with a student, written up and sent to the instructor upon the student’s written request—offers one of the few ways we have to extend the discussion of one-to-one work beyond the center on a weekly basis. However, this form is not universally endorsed. Some writing center professionals—including those described as “sharers” by Michael Pemberton in a 1995 Writing Lab Newsletter “Ethics” column—perceive these reports as promoting “a unified educational experience for students” and “productive relationships with faculty” (13). Others—including those described by Pemberton as “seclusionists”—see summaries as just another instance of limiting tutors to the role of “service workers” for instructors (Pemberton 13).
- Journal
- Writing Center Journal
- Published
- 1998
- DOI
- 10.7771/2832-9414.1400
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Citation Context
Cited by in this index (1)
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DasBender (2021)Writing and Pedagogy
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