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Before and After the Tutorial: Writing Centers and Institutional Relationships (Mauriello, Macauley

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Code: 978-1-57273-996-3

Title: Before and After the Tutorial
Sub-title: Writing Centers and Institutional Relationships
Editor(s): Nicholas Mauriello, William J. Macauley, Jr., and Robert T. Koch, Jr.
Publish Date: March 2011
Pages: 300
Format: Cloth
Few would disagree that the tutorial is the central act of our writing centers. Faculty members from across the curriculum send students through our doors in search of one-to-one mentoring, group work, grammar instruction, and any number of other possibilities. As Writing Center Administrators we take pride in the number of student-contact hours that we log each year. But what happens before and after the writing tutorial? What institutional relationships have we developed to help ensure not only that students continue to seek our services, but that faculty, administration, and the local community are aware of what we do? How do we craft our relationship with these various constituencies toward sustainability in our work?

With each relationship comes a different set of dynamics. How, for example, does a writing center administrator focus her resources on supporting student writing while also engaging with faculty as to what that writing should look like? What relationships must be forged and maintained to enable these successful partnerships? How, for example, does the writing center position itself in the area of student services in terms of assessment, accreditation and, ultimately, student retention and graduation rates? What relationships have we made, as writing center directors, and, more importantly, what relationships do we need to develop in order to create the most productive contexts for our work? This collection works to describe essential writing center relationships that have developed, to understand unique current writing center relationships, and to consider possible important future relationships.

Contents: Foreword: Leaping (Cautiously) Into the Future, Muriel Harris. Introduction: The Local as a Means Rather Than as End: Writing Centers and Institutional Relationships, Nicholas Mauriello, William J. Macauley, Jr., and Robert T. Koch, Jr. Horizontal Structures for Learning, Jane Nelson and Margaret Garner. Toward a Visible Alliance Between Writing Centers and Contingent Faculty: A Social Materialist Approach, Sue Doe. From Reactive to Proactive: Lessons of a First-Year Writing Center Director, Lisa Whalen. Writing Across the Web: Connecting the Writing Center to Nursing Distance Learners, Ann N. Amicucci. Creating Alliances Across Campus: Exploring Identities and Institutional Relationships, Maggie Herb and Virginia Perdue. If You Build It, They Might Come: Constructing Writing Center Satellites, Sue Mendelsohn. Writing Centers and Living Learning Communities, Nicole Kraemer Munday. Working to Identity and Meet the Instructional Needs of a Diverse ESL Student Population, Judy Dyer and Christine Modey. The Emergence of Centers for Writing Excellence, Emily Isaacs. Centers for Writing Excellence and the Construction of Civic Relationships, Robert T. Koch, Jr. Writing Centers as Nexus of Transformation: Strengthening Education and Institutional Relationships through Concurrent Enrollment Partnerships, Laura Bowles and Johanna Castner Post. Getting Beyond Mediocrity: The Secondary School Writing Center as Change Agent, Pamela B. Childers. Making Friends with Web 2.0: Writing Centers and Social Networking Sites, Jackie Grutsch McKinney. Applying Accreditation Standards to Help Define a Writing Center’s Programming and Its On-Campus Relationships, Crystal Bickford and Alan Reinhardt. Insider, Outsider: Reflections on Writing Centers from a Faculty Advocate, Kelly L. Latchaw. Revisiting “Tales Too Terrible to Tell”: A Survey of Graduate Coursework in Writing Program and Writing Center Administration, Michael A. Pemberton. Author Index. Subject Index.

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