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CONNECTING THEORY AND EVIDENCE: A CLOSER LOOK AT LEARNING IN THE WRITING CENTER

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Date Issued:
2017
Abstract/Description:
This study seeks to explore ideas about learning and how it happens in writing center tutorials. The questions posed for this research are the following: 1) What does learning look like in writing center consultations? and 2) What moves do tutors make to prompt learning moments? The study was created by video recording nine writing center consultations over the course of a single semester. The researcher conducted the sessions herself and worked with the same writer each time. Segments of sessions were transcribed to reveal patterns of learning at work. Reflective memos were also collected, as well as a final retrospective interview. The results of the study showed that learning happens when tutors and writers create learning moments both together and independently of each other. Tutors and writers prompt learning by addressing four elements of writing center sessions: session activities, writer moves with the text at hand, writing processes, and learning processes. Addressing these elements in sessions leads to conversations about learning, which leads to learning taking place. This research is useful for further developing the identity of the writing center as a space that values and strives for authentic learning to occur.
Title: CONNECTING THEORY AND EVIDENCE: A CLOSER LOOK AT LEARNING IN THE WRITING CENTER.
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Name(s): Valerio, Alexandra M, Author
Hall, R. Mark, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study seeks to explore ideas about learning and how it happens in writing center tutorials. The questions posed for this research are the following: 1) What does learning look like in writing center consultations? and 2) What moves do tutors make to prompt learning moments? The study was created by video recording nine writing center consultations over the course of a single semester. The researcher conducted the sessions herself and worked with the same writer each time. Segments of sessions were transcribed to reveal patterns of learning at work. Reflective memos were also collected, as well as a final retrospective interview. The results of the study showed that learning happens when tutors and writers create learning moments both together and independently of each other. Tutors and writers prompt learning by addressing four elements of writing center sessions: session activities, writer moves with the text at hand, writing processes, and learning processes. Addressing these elements in sessions leads to conversations about learning, which leads to learning taking place. This research is useful for further developing the identity of the writing center as a space that values and strives for authentic learning to occur.
Identifier: CFH2000211 (IID), ucf:46015 (fedora)
Note(s): 2017-05-01
B.A.
College of Arts and Humanities, Writing & Rhetoric
Bachelors
This record was generated from author submitted information.
Subject(s): writing studies
writing center research
learning
RAD research
qualitative research
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000211
Restrictions on Access: public
Host Institution: UCF

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