Sensemaking for Writing Programs and Writing Centers

Contents 12 entries

1. 1
   Introduction

   Rita Malenczyk

   pp. 3-7 DOI: 10.7330/9781646424368.c000
2. 2
   The Medachtic Tutor: Jewish Discourse, Metaphor, and Undergraduate Tutors’ Sensemaking of Writing Center Work

   Andrea Rosso Efthymiou

   pp. 11-22 DOI: 10.7330/9781646424368.c001
3. 3
   Beyond the Anecdote: TA Sensemaking as Writing Program Underlife

   Courtney Adams Wooten

   pp. 23-41 DOI: 10.7330/9781646424368.c002
4. 4
   Cultures in the Writing Center: Scaffolding Transparent Communication between Tutors and Directors

   Jeanne R. Smith; Shannon McKeehen; Barbara George; Yvonne R. Lee

   pp. 42-61 DOI: 10.7330/9781646424368.c003
5. 5
   Tutor-to-Tutor: Attending to the Operations of Race and Privilege among Writing Center Staff Members

   Alba Newmann Holmes

   pp. 62-84 DOI: 10.7330/9781646424368.c004
6. 6
   Making Sense of How Things Feel: Attending to Emotional Experiences in Writing Programs

   Bronwyn T. Williams

   pp. 85-106 DOI: 10.7330/9781646424368.c005
7. 7
   New Writing Center Ecologies: Challenging Inherited Sensemaking in the Center

   Genie Nicole Giaimo; Joseph Cheatle

   pp. 109-126 DOI: 10.7330/9781646424368.c006
8. 8
   Stories to Support and Sustain a Program: Connections among the Library, WID, and the Writing Center

   Susanmarie Harrington; Sue Dinitz

   pp. 127-140 DOI: 10.7330/9781646424368.c007
9. 9
   Cascading Texts and Cat's Cradles: An Institutional Ethnographic Approach to Understanding the Textual Production of Unionized Labor

   Melissa Nichols

   pp. 141-157 DOI: 10.7330/9781646424368.c008
10. 10
    Distributed Leadership for WPAs: Making Sense of Leadership Methods

    Christy I. Wenger

    pp. 158-180 DOI: 10.7330/9781646424368.c009
11. 11
    Sensemaking As Antiracist Writing Program Administration: Reappropriating Activity and Actor-Network Theory

    Brian Hendrickson

    pp. 181-204 DOI: 10.7330/9781646424368.c010
12. 12
    Afterword: A 2x2 Review of Sensemaking for Writing Programs and Writing Centers

    Karen Keaton Jackson

    pp. 205-210 DOI: 10.7330/9781646424368.c011