000			03312nam a2200409 4500
001			OTLid0000295
003			MnU
005			20201105133315.0
006			m o d s
008			180907s2015 mnu o 0 0 eng d
020			_a
040			_aMnU _beng _cMnU
050		4	_aL7
050		4	_aPE1408
050		4	_aLC980
100	1		_aCorbett, Steven J. _eauthor
245	0	0	_aBeyond Dichotomy _bSynergizing Writing Center and Classroom Pedagogies _cSteven Corbett
264		2	_bOpen Textbook Library
264		1	_bWAC Clearinghouse
300			_a1 online resource
490	0		_aOpen textbook library.
505	0		_aFront 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
520	0		_aHow 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.
542	1		_fAttribution-NonCommercial-NoDerivs
546			_aIn English.
588	0		_aDescription based on print resource
650		0	_aEducation _vTextbooks
650		0	_aHumanities _vTextbooks
650		0	_aRhetoric _vTextbooks
650		0	_aEducation, Higher _vTextbooks
710	2		_aOpen Textbook Library _edistributor
856	4	0	_uhttps://open.umn.edu/opentextbooks/textbooks/295 _zAccess online version
999			_c19695 _d19695