Written Communication Oct 2009

Scaffolding in the Writing Center

Isabelle Thompson Auburn University

Abstract

In this microanalysis, a university writing center conference with an experienced tutor and a student he has never met before is analyzed for the tutor’s use of direct instruction, cognitive scaffolding, and motivational scaffolding. Along with verbal expressions of scaffolding, this analysis also considers the tutor’s hand gestures—topic gestures, which operationalize instruction and cognitive scaffolding, and interactive gestures, which operationalize motivational scaffolding. As defined in this analysis, instruction is the most directive of the three strategies and includes telling. Also directive, cognitive scaffolding leads and supports the student in making correct and useful responses, while motivational scaffolding provides feedback and helps maintain focus on the task and motivation. The microanalysis points to the importance of the student’s cognitive and motivational readiness to learn and the need for the student to control the agenda throughout the conference. It also contextualizes admonitions against tutor directiveness.

Journal
Written Communication
Published
2009-10-01
DOI
10.1177/0741088309342364
Open Access
Closed
Topics
writing centers multilingual writers

Citation Context

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    Writing With Data: A Study of Coding on a Data-Journalism Team
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  2. Olinger (2020)
    Visual Embodied Actions in Interview-Based Writing Research: A Methodological A…
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  3. Clayson (2018)
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    Technical Communication Quarterly
  4. Clayson (2018)
    Distributed Cognition and Embodiment in Text Planning: A Situated Study of Coll…
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  5. Mackiewicz (2012)
    Relying on Writing Consultants
    Journal of Business and Technical Communication

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