In Defense of Conference Summaries: Widening the Reach of Writing Center Work

Cogie, Jane

doi:10.7771/2832-9414.1400

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…There was also, early on, general research on whether or not writing centers should engage in the practice of writing session notes (Larrance & Brady, 1995). Only one early study analyzes some of the general rhetorical moves that tutors make in filling out session notes (Cogie, 1998), though the study is limited in its data set and does not share any session note models/templates. A recent study by Bugdal et al (2016) provides a limited-scope discourse analysis of session notes as "types" (reporter, bro, coach, cheerleader, quick note) but ultimately focuses on the use-value of the notes (whether students find them helpful, what faculty and tutors think about them, and so forth) rather than exploring the rhetorical function of the notes prior to dissemination.…”

Section: Problem Formationmentioning

confidence: 99%

It�s All in the Notes: What Session Notes Can Tell Us About the Work of Writing Centers

Giaimo

Cheatle

Hastings

et al. 2018

The Journal of Writing Analytics

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Aim: This research note focuses on how corpus analysis tools can help researchers make sense of the data writing centers collect. Writing centers function, in many ways, like large data repositories; however, this data is under-analyzed. One example of data collected by writing centers is session notes, often collected after each consultation. The four institutions featured in this note-Michigan State University,

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Section: Problem Formationmentioning

confidence: 99%

It�s All in the Notes: What Session Notes Can Tell Us About the Work of Writing Centers

Giaimo

Cheatle

Hastings

et al. 2018

The Journal of Writing Analytics

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Discursively Constructing the Session

Monty

2016

The Writing Center as Cultural and Interdisciplinary Contact Zone

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Enabling practices at the centre

DasBender

2021

Writing & Pedagogy

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The recent focus on threshold concepts in writing studies indicates the field’s growing commitment to engaging writing-based threshold concepts in the daily work of teaching and learning to facilitate writing transfer. However, although there is growing evidence of robust scholarly work in this area, research on the pedagogical importance of these concepts to the writing development and tutoring of L2 students is still in its nascent stages. To address this gap, this paper first presents findings from a research study that aims to understand how writing centre tutors addressed the needs of L2 students in tutoring sessions and the extent to which threshold-oriented language appeared in the content of the conference summaries. After discussing the findings, the paper proposes a threshold concept-based framework for tutoring L2 writers involving two established concepts: ‘writers’ histories, processes, and identities vary’ and ‘writing is informed by prior experiences.’ In addition, a new model of the conference summary as a reflective tool to promote writing transfer is presented along with a discussion of emergent writing centre-oriented concepts that reimagine the role of the tutor as an ‘expert-outsider’ and the L2 student as ‘informed novice.'

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In Defense of Conference Summaries: Widening the Reach of Writing Center Work

Cited by 4 publications

References 3 publications

It�s All in the Notes: What Session Notes Can Tell Us About the Work of Writing Centers

It�s All in the Notes: What Session Notes Can Tell Us About the Work of Writing Centers

Discursively Constructing the Session

Enabling practices at the centre

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