Abstract

This article examines two-year college peer writing tutors’ preparedness for the emotional labor of writing center work. Through stories, this multivocal piece shares the experiences of nine current and former peer tutors from a writing center at a large midwestern technical college and challenges the narrative of two-year colleges as remedial spaces.

Journal
Teaching English in the Two-Year College
Published
2025-03-01
DOI
10.58680/tetyc2025523248
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