Bilateral mentorships in rhetoric and composition can persist beyond formalized, institutional arrangements in ways that continue to (re)shape lives in the profession. Mediated discourse theory provides a lens through which to describe practices of enduring mentorships in terms of ways they might advance cross-gender and cross-generational understanding.

Research Article| April 01 2006 The Student Literary Magazine on a Two-Year Campus: Where Politics of Place Meet Politics of Literary Representation Eric Melbye; Eric Melbye Search for other works by this author on: This Site Google John Paul Tassoni John Paul Tassoni Search for other works by this author on: This Site Google Pedagogy (2006) 6 (2): 289–308. https://doi.org/10.1215/15314200-2005-005 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Eric Melbye, John Paul Tassoni; The Student Literary Magazine on a Two-Year Campus: Where Politics of Place Meet Politics of Literary Representation. Pedagogy 1 April 2006; 6 (2): 289–308. doi: https://doi.org/10.1215/15314200-2005-005 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

This article enacts the difficulties and hopes a compositionist in the English Department perceives in his attempts to establish a collaborative arrangement with the writing center at the regional campus where he works.

Case histories of basic writing programs at regional campuses need to incorporate concerns of social class. Attention to class helps scholars identify institutional patterns that distance basic writing from the university’s mainstream business.

Argues that connecting classroom practice to writing center tutorials prepares students to generate dialogic and democratic tutorials. Describes a liberatory writing center (rather than a skill-and-drill site of remediation). Describes classroom practices that help students develop critical approaches to the power arrangements they encounter both inside and outside the academy. Notes implications for two-year colleges.