Shifting Roles in Classroom Tutoring: Cultivating the Art of Boundary Crossing
Argues that it is possible and desirable for writing tutors, acting out their role in classroom tutoring programs rather than in writing center programs, to play the dual role of teacher and tutor. Maintains that classroom tutoring projects have the potential to help educators practice the art of tr...
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| Veröffentlicht in: | The Writing center journal 1995, Vol.16 (1), p.59-73 |
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| container_end_page | 73 |
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| container_issue | 1 |
| container_start_page | 59 |
| container_title | The Writing center journal |
| container_volume | 16 |
| creator | Soliday, Mary |
| description | Argues that it is possible and desirable for writing tutors, acting out their role in classroom tutoring programs rather than in writing center programs, to play the dual role of teacher and tutor. Maintains that classroom tutoring projects have the potential to help educators practice the art of translating different philosophies, practices, and expectations across institutional boundaries. (TB) |
| doi_str_mv | 10.7771/2832-9414.1360 |
| format | Article |
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| identifier | ISSN: 0889-6143 |
| ispartof | The Writing center journal, 1995, Vol.16 (1), p.59-73 |
| issn | 0889-6143 2832-9414 2832-9414 |
| language | eng |
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| source | Jstor Journals Open Access |
| subjects | Curricula Dualism Higher Education School campuses Teacher student relationships Teachers Teaching Styles Tutorial Programs Tutorials Tutoring Tutors Writing Across the Curriculum Writing Instruction Writing Laboratories Writing teachers Written composition |
| title | Shifting Roles in Classroom Tutoring: Cultivating the Art of Boundary Crossing |
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