Beyond Dichotomy. Steven J. Corbett

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СКАЧАТЬ In Hafer’s view, the goals of SI have more in common with collaborative composition pedagogy than do one-to-one tutorials in the writing center. These choices between what one-to-ones are offering versus what other potential benefits may present themselves with other peer tutoring models make for interesting comparative considerations and potential instructional choices. Several of the case studies I’ve been involved in over the years, including ones reported on in this book, incorporate several prominent features of the SI model, including tutors attending class on a daily basis, doing the course readings, and meeting with student writers outside of class. (For more on SI, visit the website for the International Center for SI housed at the University of Missouri at Kansas City.)

      The rest of this book sets up and presents case studies of my experimentation over the years with hybridizing these parent genres that make up CBT. I illustrate the many ups and downs of diverse people with different personalities and views of “best practices” in teaching and learning to write trying to get along, trying to understand how they might best contribute to a synergistic instructional partnership while attempting to realize the best ways to impart the most useful knowledge to developing student writers. Synergy (from the ancient Greek synergia or syn- “together” and ergon “work”) involves identifying the best of what each contributing collaborator has to offer. As we’ve been touching on, one of the most crucial considerations tutors—indeed any teacher—must face in any instructional situation is the issue of how directive versus how nondirective they can, should or choose to be and, importantly, how this intertwines with the issue of authority and trust negotiation. Kenneth Burke writes, “we might well keep in mind that a speaker persuades an audience by the use of stylistic identifications ... So, there is no chance of our keeping apart the meanings of persuasion, identification (‘consubstantiality’) and communication (the nature of rhetoric as ‘addressed’)” (Rhetoric 46). This book aims to focus our attention on the importance of these interpersonal “stylistic identifications,” urging teachers and tutors to consider the true balancing act demanded by the directive/nondirective pedagogical continuum.

      Chapter Summaries

      Chapter One, takes a careful look at the ongoing rhetoric of directive and nondirective tutoring strategies. This issue has a long history in writing center literature, and it brings us to the heart of some of one-to-one teachers’ most closely-held beliefs and practices. I examine the conflict inherent when tutors are brought into the tighter instructional orbit that is CBT and how practitioners have dealt with thorny issues of instructional authority and role negotiation when moving between center and classroom. Carefully analyzing the literature on peer tutoring, I argue that CBT contexts demand a close reconsideration of our typically nondirective, hands-off approach to tutoring, that tutors involved in CBT, especially with developmental students, can better serve (and be better served) if they are encouraged to broaden their instructional repertoires, if directors and coordinators cultivate a more flexible notion of what it means to tutor in the writing center, in the classroom, and in between. I begin exploring, however, the complications involved in this idealistic notion of instructional flexibility.

      Chapter Two offers the multi-method, RAD-research case study methods and methodology employed in Chapters Three and Four. I begin to offer some of the back-story on the dramatic effects the widely varying level of interaction in and out of the classroom—as well as variables like tutor experience, training, identity, and personality—ended up having on participants’ actions in and perceptions of their CBT experiences. I detail methods of analyses for one-to-one tutorials for Chapter Three and peer response groups in Chapter Four.

      Chapter Three presents and analyzes the one-to-one tutorials that occurred with four teams from the UW. Audio-recorded one-to-one transcripts are the central focus of analysis used to explore the question: What rhetorical and linguistic patterns surface during one-to-one tutorials, and what relationship (if any) do participant interactions and various CBT contexts have on these one-to-ones? I carefully analyze how the discourse features of tutorial transcripts such as number of words spoken, references to instructors and assignment prompts, overlaps, discourse markers, pauses and silences, and qualifiers hint at larger rhetorical issues involved in the drama of closer collaboration. I attempt to triangulate and enrich these linguistic analyses comparatively with the points of view of participants.

      Chapter Four provides the findings and analysis of CBT partnerships from the UW and SCSU engaged in small-group peer review and response facilitation and other classroom interactions. While field notes from in-class observations offer my views, I also present interviews and journal excerpts from the participants and report on feedback from students to provide more perspectives on these interactions. This chapter points to some illuminating findings that, when compared to the studies of one-to-one tutorials from the UW, offer readers an intimate look at the myriad choices practitioners have with CBT—and the teaching and learning implications involved for all participants.

      In the Conclusion I discuss implications of this study’s findings in relation to my primary research question: How can what we know about peer tutoring one-to-one and in small groups—especially the implications of directive and nondirective tutoring strategies and methods—inform our work with students in writing centers and other tutoring programs, as well as classrooms? I begin with the implications of how this question played out in all aspects of the case studies, from the participants’ points of view, to the one-to-one tutorial transcript analyses and interpretations, and finally to the peer response sessions and other classroom activities I observed and followed up on. Finally, I open the conclusion to implications for tutor education and development, program building, and I suggest choices for teaching, learning and researching writing including interconnections between one-to-one and small-group teaching and learning.

      Chapter One: Tutoring Style, Tutoring Strategy: Course-Based Tutoring and the History, Rhetoric, and Reality of the Directive/Nondirective Instructional Continuum

      I don’t want students to perceive me as having all the answers, yet very often I do have the answers they are looking for, and the students themselves know it ... What sort of message are we sending to the students we tutor if they perceive us as withholding information vital to their academic success?

      – Elizabeth Boquet, “Intellectual Tug-of-War”

      Familiar memes—don’t write on the paper, don’t speak more than the student-writer, ask non-directive questions—get passed among cohorts of writing tutors as gospel before they even interact with writers in an everyday setting.

      – Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth Boquet

      Arguably, no single issue in writing center and peer tutoring theory and practice gets at the heart of one-to-one, small group, or classroom instruction as the question of directive/nondirective teaching methods. The question of how and when tutors (or instructors) should use techniques like open-ended (“Socratic”) questioning versus just telling students what they think they should do, or what the tutor might do themselves if they were in the tutee’s position, raises issues involving tutor authority, tutor-tutee (and even instructor) trust, tutor training (or “tutor education” or “apprenticing”), and writing process versus product—all relevant concerns in any writing instruction situation. However, when the rhetorical situation of typical one-to-one tutoring changes—when tutors, students, and instructors are brought into tighter instructional orbits—so too must typical instructional methods and styles be reconsidered. Further, add into the equation the fact that student writers, tutors, and instructors might have various levels of experience, preparation, and personality and things get even more dramatically complicated. This is the case in situations involving the closer collaboration of CBT programs. How can tutors and tutor coaches (directors, coordinators) adjust their typical tutoring and tutor training styles and methods to accommodate these sorts of multifaceted rhetorical situations?

      In their 2008 College English essay, Elizabeth Boquet and Neal Lerner draw on СКАЧАТЬ