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ERIC Number: ED404673
Record Type: Non-Journal
Publication Date: 1995-Sep
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Evolution of a Writing Center's Pedagogy, or What Happens When We Get What We Ask for.
Rossi, Michael J.
The power that writing centers have to change their institutions lies in their working with faculties across the various disciplines, starting conversations about the nature of teaching and the role of writing in education. Engaging in this adventure requires some change, some adaptation, in the way a center operates--in at least a practical, day-to-day level. Stephen North, in his essay "Revisiting 'The Idea of the Writing Center,'" shakes what is left of writing centers' comfortable assurance that they know who they are. The major points of his essay are that: (1) his earlier "Idea" essay presented flawed or unrealistic images of the center which have been adopted uncritically; (2) adhering to these images, these idealizations, has hampered writing centers in various ways; and (3) writing centers are more likely to be co-opted by their institutions than to change them. Muriel Harris, in an essay on tutoring, suggests that writing centers look past the confusing proliferation of things writing centers do to find something distinctive that would define them as a unique, valuable part of education both now and in some transcendent future when institutions have been transformed into what writing centers want them to be. Different as the directions North and Harris take may be, both are rooted in much the same idealization of the writing center. Taken together, these essays should prompt writing center personnel to rethink what the purpose of writing centers should really be. (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A