A Review of Writing Centre Tutor Training Materials in the GCC

  • Tony Schiera
Chapter
First Online:

Abstract

This chapter seeks to explore how writing centre (WC) tutor training is approached across six countries: Oman, the United Arab Emirates, Lebanon, Egypt, Qatar, and Saudi Arabia. The analysis will discuss in-house produced tutor training documents and review their content in terms of training purposes, articulated tutoring goals, the presentation of the positioning of the WC to the larger university, and how the wider goals and assumptions of WC theory are applied locally. Ultimately, the analysis will yield insights into the nature of how Middle Eastern and North African WCs have implemented and adapted WC theory to their local contexts.

This is a preview of subscription content, log in to check access.

References

  1. Anthony, L. (2014). AntConc. Japan: Waseda University.Google Scholar
  2. Association, T. N. T. (2016). Code of Ethics. Retrieved from http://www.ntatutor.com/code-of-ethics.html
  3. Bahrainwala, L. (2013). “Should I take notes as you brainstorm?” Examining consultants’ in-session notes. Praxis: A Writing Center Journal, 11(1).Google Scholar
  4. Barnett, R. W., & Blumner, J. S. (2007). The Longman Guide to Writing Center Theory and Practice. Longman.Google Scholar
  5. Bouman, K. (2004). Raising questions about plagiarism. In S. Bruce & B. A. Rafoth (Eds.), ESL writers: A guide for writing center tutors (pp. 161–175). Portsmouth: Boynton/Cook Publishing.Google Scholar
  6. Bruce, S., & Rafoth, B. (Eds.). (2016). Tutoring second language writers. Utah: Utah State University Press.Google Scholar
  7. Bruffee, K. A. (2001). Peer tutoring and the ‘conversation of mankind.’. Landmark Essays: Writing Centers, 9, 87–98.Google Scholar
  8. Devet, B. D. (2011). Redefining the writing center with ecocomposition. Composition Forum, 23.Google Scholar
  9. Devet, B. D. (2014). Using metegenre and ecomposition to train writing center tutors for writing in the disciplines. Praxis, 11(2), 1–7.Google Scholar
  10. Gillam, A. (1991). Writing center ecology: A Bakhtinian perspective. The Writing Center Journal, 11(2), 3–12.Google Scholar
  11. Gillespie, P., & Lerner, N. (2008). The Longman guide to peer tutoring. New York: Pearson Longman.Google Scholar
  12. Harbord, J. (2003). Minimalist tutoring-an exportable model? Writing Lab Newsletter, 28(4), 1–5.Google Scholar
  13. Johnstone, A. (1989). The writing tutorial as ecology: A case study. The Writing Center Journal, 9(2), 51–56.Google Scholar
  14. Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1–2), 1–20.CrossRefGoogle Scholar
  15. Kramsch, C. J. (2004). Language acquisition and language socialization: Ecological perspectives. London and New York: Continuum.Google Scholar
  16. Lefort, J. (2008). The role of the writing center director in the Middle East-North Africa Region: Manager, leader, or teacher? Unpublished manuscript, Graduate School of Education, University of Exeter, Dubai, United Arab Emirates.Google Scholar
  17. Mackiewicz, J., & Thompson, I. K. (2015). Talk about writing: The tutoring strategies of experienced writing center tutors. New York and London: Routledge.Google Scholar
  18. McHarg, M. P. (2013). A sociocultural exploration of English faculty perceptions of American Design University in Qatar’s writing center. Indiana, PA: Indiana University of Pennsylvania.Google Scholar
  19. Moore, L. M. (2013). Revising Trimbur’s dichotomy: Tutors and clients sharing knowledge, sharing power. Praxis: A Writing Center Journal, 10(2).Google Scholar
  20. Pemberton, M. (1994). Writing center ethics: The three laws of tutoring. Writing Lab Newsletter, 19(4), 13–14.Google Scholar
  21. Rafoth, B. (2015). Multilingual writers and writing centers. Logan, UT: Utah State University Press.CrossRefGoogle Scholar
  22. Reid, J. (1994). Responding to ESL students’ texts: The myths of appropriation. TESOL Quarterly, 28(2), 273–292. doi: 10.2307/3587434 CrossRefGoogle Scholar
  23. Ronesi, L. (2009). Theory in/to practice: multilingual tutors supporting multilingual peers: A peer-tutor training course in the Arabian Gulf. Writing Center Journal, 29(2), 75–94.Google Scholar
  24. Ronesi, L. (2011). ‘Striking while the iron is hot.’ A writing fellows program supporting lower-division courses at an American university in the UAE. Across the Disciplines, 8(4).Google Scholar
  25. Ryan, L., & Zimmerelli, L. (2010). The Bedford guide for writing tutors (5th ed.). Boston: Bedford/St. Martins.Google Scholar
  26. Sherwood, S. (1999). Censoring students, censoring ourselves: Constraining conversations in the writing center. The Writing Center Journal, 20(1), 51–60.Google Scholar
  27. Trimbur, J. (1987). Peer tutoring: A contradiction in terms? The Writing Center Journal, 7(2), 21–28.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Tony Schiera
    • 1
  1. 1.Indiana University of PennsylvaniaIndianaUSA

Personalised recommendations