Classroom-Based Tutoring and the “Problem” of Tutor Identity:

Martins, David; Wolf, Thia

doi:10.2307/j.ctt46nxr5.19

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The Challenge Of Integrating Writing Into Cob Classes1

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“…For nontenured faculty, such a time expenditure could have other consequences. Martins and Wolf (2005) found that nontenured faculty in their WAC program worried that incorporating writing into their courses could generate problems with their retention, promotion, and tenure review (p. 161). Those faculty had noted that they were given “no clear indication of the kind of ‘value’ that participation … might have in … review committees” (p. 161).…”

Section: The Challenge Of Integrating Writing Into Cob Classesmentioning

confidence: 99%

Relying on Writing Consultants

Mackiewicz

2011

Journal of Business and Technical Communication

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Colleges of business grapple with a perceived lack of quality in their graduates' professional writing and recognize students' need to learn disciplinary discourses. This article describes the motivation, design, and preliminary outcomes of a business-writing prototype at Auburn University. Writing consultants trained in business communication worked with one class on a substantial writing project. They provided conferencing and written feedback, greatly lowering the faculty workload. Student surveys and informal interviews indicate that students, faculty, and consultants were satisfied with this prototype program.

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Section: The Challenge Of Integrating Writing Into Cob Classesmentioning

confidence: 99%

Relying on Writing Consultants

Mackiewicz

2011

Journal of Business and Technical Communication

View full text Add to dashboard Cite

show abstract

Classroom-Based Tutoring and the “Problem” of Tutor Identity:

Cited by 1 publication

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Relying on Writing Consultants

Relying on Writing Consultants

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