The Line That Should Not Be Drawn

Pedagogy Jan 2016

G. Travis Adams

Abstract

This article argues that writing centers must recognize themselves as already reading centered and prepare tutors to teach multiple ways of reading because current writing center scholarship does not help sufficiently with nonliterary reading work and because doing so would position centers to fully support students as they work within the wealth of “new” reading pedagogy and curriculum that has surfaced (or resurfaced) in recent years. It discusses the limitations of tutor handbooks in supporting tutors in reading-focused sessions and offers a tangible tool for helping tutors begin thinking and talking about reading work, ending with a call for writing centers to reconceptualize themselves as reading centered in order to embrace and explore “new” reading pedagogies through research and practice.

Journal: Pedagogy
Published: 2016-01-01
DOI: 10.1215/15314200-3158637
Open Access: Closed
Topics: writing centers race and writing

Citation Context

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Cites in this index (5)

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Pedagogy
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Pedagogy
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Pedagogy

Also cites 2 works outside this index ↓

Griswold (2006)

“Postsecondary Reading: What Writing Center Tutors Need to Know.”

Journal of College Reading and Learning ↗
Matsuda (2003)

“Second Language Writing in the Twentieth Century: A Situated Historical Perspective.”

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