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CONTENTS

Preface

Acknowledgments

Introduction: On Location in Classroom-Based Writing Tutoring

Candace Spigelman and Laurie Grobman

PART ONE: CREATING NEW ALLIANCES AND CONNECTIONS THROUGH CLASSROOM-BASED WRITING TUTORING

1. Diplomatic Relations: Peer Tutors in the Writing Classroom

Teagan Decker

2. General Readers and Classroom Tutors across the Curriculum

Mary Soliday

3. Building Bridges to Academic Discourse: The Peer Group Leader in Basic Writing Peer Response Groups

Laurie Grobman

4. Writing and Reading Community Learning: Collaborative Learning among Writing Center Consultants, Students, and Teachers

Jim Ottery, Jean Petrolle, Derek John Boczkowski, and Steve Mogge

5. Tutors’ Voices—Building Trust and Community in Peer Writing Group Classrooms

Casey You

PART TWO: RECONCILING PEDAGOGICAL COMPLICATIONS IN CLASSROOM-BASED WRITING TUTORING

6. The Idea of a Writing Center Meets the Reality of Classroom-Based Tutoring

Barbara Little Liu and Holly Mandes

7. Bringing The Noise: Peer Power and Authority, On Location

Steven J. Corbett

8. A Cautionary Tale about “Tutoring” Peer Response Groups

Melissa Nicolas

9. Tutors’ Voices—Active Revision in a Peer Group: The Role of the Peer Group Leader

Kelly Giger

PART THREE: ADDRESSING ISSUES OF AUTHORITY AND ROLE DEFINITION IN CLASSROOM-BASED WRITING TUTORING

10. Contextualizing Issues of Power and Promise: Classroom-based Tutoring in Writing across the Curriculum

Marti Singer, Robin Breault, and Jennifer Wing

11. Classroom-Based Tutoring and the “Problem” of Tutor Identity: Highlighting the Shift from Writing Center to Classroom-Based Tutoring

David Martins and Thia Wolf

12. “I’ve Got No Strings on Me”: Avoiding Marionette Theater with Peer Consultants in the Classroom

Susan Hrach Georgecink

13. Reconstructing Authority: Negotiating Power in Democratic Learning Sites

Candace Spigelman

14. Tutors’ Voices—Institutional Change and the University of Wisconsin–Madison Writing Fellows Program

Jennifer Corroy

Conclusion: Hybrid Matters: The Promise of Tutoring On Location

Laurie Grobman and Candace Spigelman

Notes

References

Contributors

Index

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ACKNOWLEDGMENTS

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