deserve closer listening for what they have to teach us all, whether we feel more at home in the writing center or writing classroom.
Answering Exigencies from the Field(s)
While enough has been written on this topic to establish some theoretical and practical starting points for research, currently there are two major avenues that warrant generative investigation. First, although many CBT programs include one-to-one and group tutorials, there are few studies on the effects of participant interactions on these tutorials (Bruland; Corbett “Using”; and Mackiewicz and Thompson being notable exceptions). And only two (Corbett, “Using”; Mackiewicz and Thompson, Chapter 8) provide transcript reporting and analyses of the tutorials that frequently occur outside of the classroom. Valuable linguistic and rhetorical evidence that bring us closer to an understanding and appreciation of the dynamics of course-based tutoring—and peer-to-peer teaching and learning—can be gained from systematically analyzing what tutorial transcripts have to offer. Second, is the need for research on the effects of CBT with multicultural and nonmainstream students (see Spigelman and Grobman, 227-30). CBT provides the potential means for extending the type of dialogic, multiple-perspectival interaction in the developmental classroom scholars in collections like Academic Literacy in the English Classroom, Writing in Multicultural Settings, Bakhtinian Perspectives on Language, Literacy, and Learning, and Diversity in the Composition Classroom encourage—though not without practical and theoretical drama and complications.
Beyond Dichotomy begins to answer both these needs with multi-method qualitative case studies of CBT and one-to-one conferences in multiple sections of developmental first-year composition at two universities—a large, west coast R1 (the University of Washington, Seattle) and a medium, east coast master’s (Southern Connecticut State University, New Haven). These studies use a combination of rhetorical and discourse analyses and ethnographic and case-study methods to investigate both the scenes of teaching and learning in CBT, as well as the points of view and interpretations of all the participating actors in these scenes—instructors, peer tutors, students, and researcher/program administrator.
This book extends the research on CBT—and the important implications for peer-to-peer learning and one-to-one tutoring and conferencing—by examining the much-needed rhetorical and linguistic connections between what goes on in classroom interactions, planning, and one-to-one tutorials from multiple methodological and analytical angles and interpretive points of view. If we are to continue historicizing, theorizing, and building synergistic partnerships between writing classrooms and the peer tutoring programs that support them, we should have a deeper understanding of the wide array of choices—both methodological and interpersonal—that practitioners have, as well as more nuanced methods for analyzing the rhetorical and linguistic forces and features that can enable or deter closer instructional partnerships. This study ultimately presents pedagogical and methodological conclusions and implications usable for educators looking to build and sustain stronger pedagogical bridges between peer tutoring programs and writing classrooms: from classroom instructors and program administrators in Composition and Rhetoric, to writing center, writing fellows, supplemental instruction, and WAC/WID theorists and practitioners.
The lessons whispered by the participants in this book’s studies echo with pedagogical implications. For teaching one-to-one, what might Sam’s thoughts quoted above about being “more tied to the success of the students” or Sarah’s intimations regarding a tutor being more directly attached to her course add to conversations involving directive/nondirective instruction and teacher/tutor role negotiation? What might Max’s sentiments regarding writing anxiety—and how the pedagogical teamwork of his instructor and tutor in his developmental writing course helped him cope—contribute to our understanding of what pedagogical strategies tutors and teachers might deploy with struggling first-year students? In short, what are teachers, tutors, and student writers getting out of these experiences, and what effects do these interactions have on tutor and teacher instructional choices and identity formations? An important and related question for the arguments in this book, then, becomes how soon can developing/developmental student writers, potential writing tutors, and classroom instructors or teaching assistants be involved in the authoritative, socially, and personally complicated acts of collaborative peer-to-peer teaching and learning? When are they ready to model those coveted Framework for Success in Postsecondary Writing “habits of mind essential for success in college writing?” When are they ready to balance between strategically directing thought and action and holding back when coaching peers to become more habitually curious, open, engaged, creative, persistent, responsible, flexible, and metacognitive? There are important pedagogical connections between how and with whom these habits of mind are fostered and how students develop as college writers (see, for example, Thaiss and Zawacki; Beaufort; Carroll) that studies in CBT can bring into high relief. In sum, this book will explore, elaborate on, and provide some answers to the following central question: How can what we know about peer tutoring one-to-one and in small groups—especially the implications of directive and nondirective tutoring strategies and methods brought to light in this book—inform our work with students in writing centers and other tutoring programs, as well as in writing classrooms? I’ll start this investigation by looking at why we should continue to build bridges that synergistically bring writing classrooms and tutoring programs closer together.
Reclaiming the Writing Classroom into “The Idea of a Writing Center”
Above we discussed the exigencies for this book’s case studies. But bridging and synergizing the best of writing center and writing classroom pedagogies could be considered the uber-exigency that gave birth to CBT programs in the first place. In his pivotal 1984 College English essay, Stephen North passionately let loose the frustrations many writing center practitioners felt about centers being seen as proofreading, or grammar fix-it shops, or as otherwise subservient to the writing classroom. In this polemical “declaration of independence,” North spelled out a, thereafter, much-repeated idea that writing tutors are concerned with producing better writers not necessarily better writing. North’s emphasis on writers’ processes over products, his insistence that the interpersonal talk that foregrounds and surrounds the one-to-one tutorial is what makes writing centers uniquely positioned to offer something lacking in typical classroom instruction (including the notion that tutors are not saddled with the responsibility of institutional judger-grader), touched on foundational writing center ideology. But North’s vehemence would also draw a theoretical and practical dividing line between “we” in the center and “them” in the classroom as well as a host of critiques and counterstatements (North “Revisting”; Smith; Hemmeter; Smulyan and Bolton; Healy; Raines; Soliday “Shifting”; Boquet and Lerner). Further, this divisive attitude may have also contributed to the self-imposed marginalization of the writing center in relation to the rest of the academy, as Jane Nelson and Margaret Garner—in their analyses of the University of Wyoming Writing Center’s history under John and Tilly Warnock—claim occurred in the 1970s and 1980s. The trend for arguing from a perspective of what we can’t or won’t do was stubbornly set.
Though encouraging more of a two-way street between classroom and center, Dave Healy, Mary Soliday (“Shifting”), Teagan Decker, and Margot Soven have all drawn on Harvey Kail and John Trimbur’s 1987 essay “The Politics of Peer Tutoring” to remind us that the center is often that place just removed enough from the power structures of the classroom to enable students to engage in critical questioning of the “seemingly untouchable expectations, goals and motivations of the power structures” that undergraduates must learn within (Decker, “Diplomatic” 22). In another 1987 essay, Trimbur, drawing on Kenneth Bruffee’s notion of “little teachers,” warned practitioners of the problem of treating peer tutors as para- or pre-professionals and to recognize “that their community is not necessarily ours” (294). Bruffee and Trimbur worry that the collaborative effect of peership, or the positive effects of working closer perhaps to the student’s Vygotsykyan zone of proximal development, will be lost if tutors are trained to be too teacherly. Muriel Harris intimates, in her 2001 “Centering in on Professional Choices,” her own personal and professional reasons for why she prefers writing center tutoring and administration over classroom instruction. Commenting on her experience as an instructor teaching writing in the classroom, she opines: “Several semesters passed as I became ever more uneasy with grading disembodied, faceless papers,