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ERIC Number: ED281226
Record Type: RIE
Publication Date: 1987-Mar
Pages: 11
Abstractor: N/A
Reference Count: 0
Secondary Writing Centers: Benefits of College and Secondary Collaboration.
Brinkley, Ellen H.
Based on college writing center models, a number of high schools are deciding to establish writing centers, some of them in anticipation of competency tests in composition. Staffing can be the single most significant and expensive factor for secondary schools wanting to provide writing centers. Among the options for dealing with the staffing problem are: (1) using peer tutors, who can be very effective if trained carefully to serve as approachable reader-responders; (2) scheduling student teachers to spend one period a day in the writing center, affording valuable experience and leaving full-time teachers free for their regular duties; and (3) persuading administrators to reduce class load and staff the center with experienced, full-time teachers. The student teacher option provides the added benefit of necessitating a collaboration with a college or university. Whether the college English Department, Education Department, or writing center is involved, teachers in the secondary schools receive input from the other institution while participating in the training of preservice teachers who need the experience of working with individual students and their writing. Writing centers are becoming more common in high schools, not only giving secondary students the extra help in writing they need, but creating a network that is beneficial on a number of levels. (AEW)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (38th, Atlanta, GA, March 19-21, 1987).