Showing posts from May, 2011
This just in from the editors of Praxis: Praxis, the writing center journal at The University of Texas at Austin is happy to announce the publication of its Fall 2011 issue, From Triage to Outreach: Raising the Institutional Profile of Writing-Center Work. Please find our latest issue online at the Praxis website: http://projects.uwc.utexas.edu/praxis/ . Beginning this spring, Praxis will be published as a peer-reviewed journal. Our Spring 2011 issue is the second in a series about the institutional profile of writing centers and writing center practice. Please see our Call for Papers at http://projects.uwc.utexas.edu/praxis/?q=node/364 . Our guidelines for submissions have changed. Those interested in submitting aritcles for peer review, column essays, and book or conference reviews can find our new guidelines for submission at http://projects.uwc.utexas.edu/praxis/?q=node/14 . The deadline for submissions is August 20, 2011.
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Hey Friends~ My name is Angie, I'm a English Writing Major at Montana State University, where I also tutor in our Writing Center. I'm new to the tutoring community, but I've fallen in love with it already and am trying to get more familiar with writing center research, culture, jargon, conferences--ya know, everything! This blog has been really helpful for me just to hear the kinds of conversations peer tutors in other places are having. Thanks! My last day of tutoring for the semester made me think about things I'm not sure I've thought this deeply about before. Like how easy it is to profile a writer by the appearance of their paper and how this can jade our opinions of the paper and the writer before we even read, causing us to miss out on powerful teaching/learning moments. And also how there are many ways we can connect with a writer; some of them so obvious that I, for one, didn't even see them until my interaction with this student opened my eyes. Like
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By Chuck M
Working with adults returning to school for either their bachelor’s or graduate degrees has helped me develop my skills as a consultant and peer tutor. Consultations with adult students have a different atmosphere about them than do traditional, young students; they are usually able to better articulate their problems and explain their concerns. When the age difference is significant enough, challenges can inhibit the client gaining trust in the tutor. To overcome them, we have to look at different ways of thinking about what being a peer tutor means. The broadest definition of “peer” is someone who belongs in the same group as you, and most commonly this refers to age. Peers can just as easily be people with similar abilities, qualifications, and other statuses, but age is the first impression. Most of the consultants at our Writing Center and the students who come in are undergraduates and graduate students within the same age range. Before any words are exchanged, this automatically