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El. knyga: Talk about Writing: The Tutoring Strategies of Experienced Writing Center Tutors 2nd edition [Taylor & Francis e-book]

(Iowa State University, USA), (Auburn University, USA)
  • Formatas: 226 pages, 27 Tables, black and white
  • Išleidimo metai: 18-Apr-2018
  • Leidėjas: Routledge
  • ISBN-13: 9781351272643
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 161,57 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 230,81 €
  • Sutaupote 30%
Talk about Writing: The Tutoring Strategies of Experienced Writing Center Tutors 2nd editionDidesnis paveikslėlis
  • Formatas: 226 pages, 27 Tables, black and white
  • Išleidimo metai: 18-Apr-2018
  • Leidėjas: Routledge
  • ISBN-13: 9781351272643
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781351272643

Talk about Writing: The Tutoring Strategies of Experienced Writing Center Tutors offers a book-length empirical study of the discourse between experienced tutors and student writers in satisfactory conferences. It analyzes writing center talk, focusing on tutors’ verbal strategies, at the macro- and microlevels. The study details tutors’ use of three categories of tutoring strategies—instruction, cognitive scaffolding, and motivational scaffolding—with each chapter of the analysis ending in practical advice about tutor training.

The second edition adds to the discussion of research provided in the first edition, maintaining the two previous goals: to provide a theory-based coding scheme for analyzing tutoring strategies according to their potential for instructing and scaffolding student writers’ learning, and to demonstrate that analysis on ten satisfactory conferences conducted by experienced writing center tutors. New to this edition, the authors expand the previous discussion of the coding scheme with additional details about its development. Along with the expanded Chapter 3 about research methods, this edition features new examples from the corpus of conferences and updates the literature review.

Preface ix
Acknowledgments xiii
1 Talk about Writing: An Introduction to Our Empirical Study
1(13)
Our Goals for Talk about Writing
2(1)
TAW and RAD Research
3(1)
Our Theoretical Framework and Coding Scheme for Analyzing Tutor Talk
4(3)
Two Examples
7(4)
An Overview of TAW:
Chapters and Contribution
11(2)
A Final Thought before We Begin
13(1)
2 Literature Review
14(34)
The Macrolevel: Conference Stages and Topic Episodes
15(3)
Scaffolding and the Zone of Proximal Development
18(6)
Operationalizing Scaffolding and the ZPD
24(22)
Conclusion
46(2)
3 Methods
48(21)
The Conferences
48(5)
The Participants
53(4)
Transcription Process and Conventions
57(1)
Topic Episodes
58(1)
A Mixed Approach to the Coding Scheme
59(4)
Overcoming Threats to Coding-Scheme Reliability
63(5)
Conclusion
68(1)
4 The Three Conference Stages and Tutoring Strategies: The Overall Results
69(20)
The Opening Stage of Writing Center Conferences
69(2)
The Teaching Stage of Writing Center Conferences
71(12)
The Closing Stage of Writing Center Conferences
83(1)
Tutoring Strategies: Frequencies of Occurrence
84(3)
Conclusion and Implications for Tutor Training
87(2)
5 Instruction Strategies
89(17)
Instruction Strategies in the Opening Stage
89(1)
Instruction Strategies in the Teaching Stage
90(13)
Instruction Strategies in the Closing Stage
103(1)
Conclusions and Implications for Tutor Training
104(2)
6 Cognitive Scaffolding Strategies
106(20)
Cognitive Scaffolding Strategies' Constraint on Responses
106(1)
Knowledge-Deficit Questions versus Cognitive Scaffolding Strategies in the Opening Stage
107(1)
Cognitive Scaffolding Strategies in the Teaching Stage
108(14)
Cognitive Scaffolding Strategies in the Closing Stage
122(1)
Conclusions and Implications for Tutor Training
123(3)
7 Motivational Scaffolding Strategies
126(22)
Motivation's Connection to Learning
127(1)
Motivational Scaffolding Strategies in the Opening Stage
127(2)
Motivational Scaffolding Strategies in the Teaching Stage
129(15)
Motivational Scaffolding Strategies in the Closing Stage
144(1)
Conclusions and Implications for Tutor Training
145(3)
8 Case Study: A Writing Center Tutor Becomes a Writing Fellow
148(26)
Quantitative Analysis: Frequencies of Tutoring Strategies in Four Conferences
151(10)
Close Analysis: Conferencing as a Writing Center Tutor versus Conferencing as a Writing Fellow
161(6)
Qualitative Results: Close Analysis of Conferencing with Unfamiliar versus Familiar Students
167(3)
Conclusions and Implications for Tutor (and Fellow) Training
170(4)
9 Talk about Writing: A Conclusion to Our Empirical Study
174(15)
Goal #1 for TAW, 2nd edition: Creating a Coding Scheme That Can Be Useful for Other Researchers
174(3)
Goal #2 for TAW, 2nd edition: Analyzing Tutor Talk in Order to Facilitate Tutor Training
177(1)
Goal #3 for TAW, 2nd edition: Extending Our Discussion of Coding
177(1)
Analysis at the Macrolevel: Conference Stages
178(1)
Analysis at the Microlevel: Tutoring Strategies
178(6)
Future Research on Talk about Writing
184(1)
Some Final Thoughts
185(4)
Appendix A Conducting a Conference with a Student 189(3)
Appendix B "Notes for Students" Form and Instructions 192(2)
Appendix C The T5-S5 Conference Coded for Stages, Topic Episodes, and Strategies 194(6)
Appendix D Extra Examples of Tutoring Strategies 200(4)
Appendix E Questions Coding Scheme 204(3)
References 207(15)
Index 222
Jo Mackiewicz is a professor of rhetoric and professional communication at Iowa State University, USA. She codirects the Advanced Communication program and, in 2017, published The Aboutness of Writing Center Talk: A Corpus-Driven and Discourse Analysis.

Isabelle Kramer Thompson is an emerita professor of technical and professional communication and former coordinator of the English Center at Auburn University, USA.
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