Front Matter -- Acknowledgments -- Introduction: Sharing Pedagogical Authority: Practice Complicates Theory When Synergizing Classroom, Small-Group, and One-to-One Writing Instruction -- Chapter One: Tutoring Style, Tutoring Strategy: Course-Based Tutoring and the History, Rhetoric, and Reality of the Directive/Nondirective Instructional Continuum -- Chapter Two: Methods and Methodology: Locating Places, People, and Analytical Frames -- Chapter Three: Macro- and Micro-Analyses of One-to-One Tutorials: Case Studies at the University of Washington -- Chapter Four: Conflict and Care while Tutoring in the Classroom: Case Studies at the University of Washington and Southern Connecticut State University -- Chapter Five: Conclusion: Toward Teacher/Student, Classroom/Center Hybrid Choices -- Works Cited -- Appendix -- Index

How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically. This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications-especially of directive and nondirective tutoring strategies and methods-for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.

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In English.

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