by Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll and Elizabeth H. Boquet
Utah State University Press, 2007 Paper: 978-0-87421-656-1 | eISBN: 978-0-87421-662-2 Library of Congress Classification PE1404.E94 2007 Dewey Decimal Classification 808.0420711
ABOUT THIS BOOK | REVIEWS | TOC | REQUEST ACCESSIBLE FILE
ABOUT THIS BOOK
In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger’s concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.
REVIEWS
The sophistication of its theoretical positions and the range of sources on which the authors draw position it on the vanguard of the field’s scholarship.
Elisabeth Piedmont-Marton
What impresses me most about their argument is not that writing centers need to stop being so rigid and time-bound and apolitical, but that writing centers occupy a unique space in the academy—one that might encourage authentic communities of learners, writers, peer tutors, faculty and staff. The Everyday Writing Center provides a way to think about this ambition.
Harvey Kail
TABLE OF CONTENTS
CONTENTS
Preface and Acknowledgments
1Introduction
2Trickster at Your Table
3Beat (Not) the (Poor) Clock
4Origami Anyone? Tutors as Learners
5Straighten Up and Fly Right: Writers as Tutors, Tutors as Writers
6Everyday Racism: Anti-Racism Work and Writing Center Practice
7Everyday Administration, or Are We Having Fun Yet?
Notes
References
Index
About the Authors
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