Abstract
Writing centers are sites around which folklore circulates.Staff meetings, classrooms, newsletters, and journals are filled with tales of individual and collective actualization, celebrating one-to-one teaching as deeply social, collaborative, and empowering.Legends from the writing center also speak to the tensions inherent in the spaces, reflecting divisions of tutoring as prescriptive versus directive, banking versus dialogic, and peer-driven versus expertowned.Following their review of writing center theory, history, and practice, Paula Gillespie and Neal Lerner advise, "What is most important is to understand where our practices come from and to unravel the various influences on those practices" (154).Knowing these conditions of possibility makes for more effective tutoring, and this awareness also speaks to a politics about learning and the production of writers.Gillespie and Lerner describe commonplace mindsets about writing centers as garrets for skills -building and testing, as generative spaces for confidence and collaboration, and as critical arenas in which to problem-pose institutional and social discursive practices (147-50).For each domain, the tutorial and the social actors in and surrounding it are implicated in a certain identity politics.In the storehouse writing center, skill-building and knowledge transmission posit the writer as a vessel in need of filling, and identity becomes conferred as a sort of membership card or rite of passage.In the generative writing center, the writer emerges from social interaction, and identity becomes a negotiation of assimilation, separation, and subversion.In the critical/activist writing center, consciousness-raising produces writers aware of the constellation
- Journal
- Writing Center Journal
- Published
- 2010
- DOI
- 10.7771/2832-9414.1659
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