Teaching and Tutoring Writing

- LAURA ÁLVAREZ BENÍTEZ
IRISH LEGENDS: THE CHILDREN OF LIR
THE MOUSETRAP. AGATHA CHRISTIE. READING GUIDE
09 – 18
20 – 38
- ESTHER MANSILLA RODRÍGUEZ
LA ENTREVISTA MOTIVACIONAL EN TUTORÍA
40 – 50
- ANTONIO DADER GARCÍA
EL SISTEMA DIÉDRICO DIRECTO EN LAS PRUEBAS DE ACCESO A LA UNIVERSIDAD
52 – 62
- ESTER ROMERO CABALLERO
LA IMPORTANCIA DE LA METODLOGÍA CLIL EN LA EDUCACIÓN BILINGÜE
64 – 75
- IVÁN GUERRERO VAQUERIZO
INTRODUCCIÓN A LA COMPRESIÓN DE VÍDEO BASADA EN REDUNDANCIAS
77 – 87

In this bibliography, writing center professionals can find studies that examine the effects of mandatory writing-center visits on students in basic writing programs, first-year composition, and writing-intensive courses across the curriculum. To one degree or another, writing-center administrators should find all the entries useful as they develop internal programs or respond to externally imposed mandatory visit policies at their particular institutions. Additionally, other writing-program administrators, such as WAC directors and FYC directors, should find these entries useful as a starting point to foster a successful relationship with writing-center professionals and to help create policies and faculty development activities that might involve mandatory visits.

Las tutorías entre pares son una comprobada estrategia que beneficia tanto al que recibe tutoría como al tutor, debido a que es un sistema de apoyo recíproco en el que el estudiante que asiste se siente más motivado para interactuar que con un profesor. Aunque actualmente las condiciones de enseñanza han privilegiado un aprendizaje menos interactivo, las tutorías de escritura entre pares son un espacio favorable para desarrollar habilidades de escritura académica, por tanto están mediadas por intereses y necesidades reales que son apoyadas por un par. Los beneficios se dan en ambas vías porque el tutor también aprende para enseñar. La Pontificia Universidad Javeriana Cali ha implementado esta estrategia a partir de los writing centers de universidades norteamericanas, con un éxito creciente en toda la comunidad académica. El Centro de escritura javeriano se propone mejorar las destrezas de escritura de todos los miembros de su comunidad, para lo cual se apoya en el trabajo de los tutores de escritura. Cuenta con más de dos años de experiencia y un equipo de trabajo conformado por talentosos estudiantes de todas las disciplinas, que son formados para desempeñar esta labor. Esta formación comprende, entre otros, el proceso de escritura, pues las tutorías se ofrecen en todas las etapas del proceso, para lo cual es necesario que los tutores comprendan a cabalidad lo que ocurre en su propio proceso de escritura. Las tutorías entre pares son un espacio amigable y tranquilo en el que los estudiantes se sienten en confianza para contar sus dificultades de escritura, y a partir de esto los tutores les ayudan a descubrir y desarrollar sus propias estrategias, en lugar de hacer clones de su propio proceso. Una sesión de tutoría es básicamente una conversación sobre escritura, haciendo notorios los aspectos positivos y reforzando aquellos que necesitan más elaboración.

No proofreading is one of the major policies of the university writing center. The no proofreading policy is oriented from the process-oriented writing instruction that is represented with the non-directive, student-centered approach. However, for L2 students who are not familiar with the process-oriented instruction due to different social and educational backgrounds and seek immediate help to improve their writing, the university writing center does not provide the needed help to improve the L2 students' writing. For them, the Center's instructional policy is not just ineffective but also incomprehensible as well. In this regard, the discrepancy of L2 students' expectations about the work of the writing tutorial and the instructional philosophy of the university writing center becomes a major obstacle of the work of the writing tutorial with L2 writers. Thus, this study investigates how L2 writers experience the writing instruction of the Center and what happens in their first encounter with the work of the tutorial. By examining their talk in the writing tutorial and their experience of writing instruction in the writing center, this study aims to show how their different expectations of the writing instruction are played out and shaped for the work of the writing tutorial.

Writing centers (WCs) in higher education provide support for writers facing important challenges, such as college composition courses, on their academic journeys. Multilingual students come into the tutoring experience with different strengths and needs than their monolingual counterparts, all the while confronting systemic and institutional educational practices that marginalize them. In response, WCs have worked to respond on staff development, pedagogical, and language practice levels. Yet all of these changes have centered on the tutoring process alone, rather than the complex ecological nature of the college context, which both multilingual writers and their tutors navigate. This paper advances new thinking about the possibilities for resistance and change that writing tutors can explore in their work both as educational guides and as advocates for and allies to their multilingual writing students. Several suggestions are made for ways of engaging with these possibilities through intra-institutional reporting and critical self-reflective practice in which writing tutors recognize their power as representatives of “good English,” as well as possible beneficiaries of the monolingual status quo, and consider ways to change the way they wield this power.