3 research outputs found
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Mapping Tutorial Interactions: A Report on Results and Implications
At the University of Rhode Island (URI), we believe that assessment of writing center interactions can be useful beyond conventional efforts to measure the effects and effectiveness of tutoring strategies in sessions with student writers. In fact, we believe that assessment may be useful for developing knowledge about tutoring interactions in ways far more general but no less applicable to our field. Elsewhere, we have argued that engaging groups of tutors in assessment of tutoring strategies can yield multiple benefits for writing centers as organizations, such as establishing a writing center as a center for research in the University and fostering the disciplinary knowledge of tutors (Siegel Finer, White-Farnham, and Dyehouse). As a second step in reporting on a multi-year writing center research project, this article shares some results using a new instrument for assessment: tutorial interaction maps. We offer our model of assessment as one that shows promise for facilitating tutors’ understanding and discovery of the work that happens in writing centers, and we suggest that such a model might form a basis for new kinds of tools for use in writing center assessment.University Writing Cente
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Legislating First-Year Writing Placement: Implications for Pennsylvania and Across the Country
As many states begin to phase in new assessments of Common Core State Standards, this study explores the complicated politics of alignment, entry-level pathways, and developmental education at the college level. Through a comparative analysis of state level policies in Florida, Wisconsin, and Idaho, the authors discuss implications for possible similar legislation in Pennsylvania. They argue writing program faculty may be able to leverage the implementations of such assessments by adopting the impending exams as an exigence for paying attention to legislative efforts to define "college ready", building relationships with policymakers, creating system-wide first-year writing coherence, using effective rhetoric, and exploring multiple measures for placement processes. Keywords: placement, common core, state policy, rhetoric
Correspondence concerning this article should be addressed to Katrina L. Miller, Department of English, Indiana University of Pennsylvania, Indiana, PA 15705. Contact: [email protected]
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Praxis, Volume 09, No. 02: Multiliteracy and the Writing Center
Contents: A Letter from the Editor / by Andrea Saathoff -- An Ongoing ESL Training Program in the Writing Center / by Jessica Chainer Nowacki -- Developing Tutor's Meta-Multiliteracies Through Poetry / by Kathleen Vacek -- Tutor Handbooks: Heuristic Texts for Negotiating a Difference in a Globalized World / by Steven K. Bailey -- The Idea of a Multiliteracy Center: Six Responses / by Valerie Balester, Nancy Grimm, Jackie Grutsch McKinney, Sohui Lee, David M. Sheridan, and Naomi Silver -- Access for All: The Role of Disability in Multiliteracy Centers / by Allison Hitt -- Mapping Tutorial Interactions a Report on Results and Implications / by Jamie White-Farnham, Jeremiah Dyehouse, and Bryna Siegel FinerUniversity Writing Cente