Advertisement

Innovating English Literacy Instruction: A Writing Center at a Chinese University

  • Jing ZhangEmail author
Chapter

Abstract

This chapter showcases how the School of International Studies (SIS) Writing Center innovates English writing instruction at a Chinese university. Based on scholarship on multilingual tutors at writing centers and writing center practices across China, I analyzed three vignettes of a tutoring transcript and two anecdotes of discussion workshops. Two affordances of the SIS Writing Center are demonstrated: (1) peer tutoring in a shared language enables Chinese students to scaffold the learning of English writing through meaning negotiation; (2) post-tutorial discussion workshops create a contact zone where native English-speaking teachers and L2 tutors generate knowledge collaboratively. The knowledge-making process at the SIS Writing Center makes a case for innovating English literacy instruction in China by incorporating a writing center approach underpinned by collaboration and multilingualism.

Notes

Acknowledgements

The author extends great thanks to Dr. Ben Rafoth, Dr. Barry Lee Reynolds, Yuyin Lin, Richelle Frabotta, Jie Yan, Yunsheng Zhang, and Bao Wang.

References

  1. Balester, V. (2012). International tutors make a difference. The Writing Lab Newsletter, 37(1–2), 6–9.Google Scholar
  2. Bruffee, K. A. (1984). Peer tutoring and the “conversation of mankind”. In G. A. Olson (Ed.), Writing centers: Theory and administration (pp. 87–98). Urbana: NCTE.Google Scholar
  3. Canagarajah, A. S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), 589–604.CrossRefGoogle Scholar
  4. Chang, T.-S. (2013). The idea of a writing center in Asian countries: A preliminary search of models in Taiwan. Praxis: A Writing Center Journal, 10(2), 1–9.Google Scholar
  5. Dvorak, K. (2016). Multilingual writers, multilingual tutors: Code-switching/mixing/meshing in the writing center. In S. Bruce & B. Rafoth (Eds.), Tutoring second language writers (pp. 101–122). Logan, UT: Utah State University Press.Google Scholar
  6. Grimm, N. (2009). New conceptual frameworks for writing center work. Writing Center Journal, 29(2), 11–27.Google Scholar
  7. Habib, A. (2006). Cultural awareness in the tutoring room: Alleviating “culture shock” in student writing. Writing Lab Newsletter, 31(3), 9–12.Google Scholar
  8. Lee, A. S.-J. (2017). Multilingual institutional discourses of negotiation and intertextuality in writing center interactions in Macao (Doctoral dissertation). Retrieved from ProQuest Dissertations Publishing (ProQuest No. 10641569).Google Scholar
  9. Lee, C. (2015). More than just language advising: Rapport in university English writing consultations and implications for tutor training. Language and Education, 29(5), 430–452.CrossRefGoogle Scholar
  10. Li, Y. (2017). 依托英语写作中心的一对一写作面谈:基于社会文化理论的思考. Foreign Language Education in China, 10(3), 32–38.Google Scholar
  11. Matsuda, P. K., & Cox, M. (2009). Reading an ESL writer’s text. In S. Bruce & B. Rafoth (Eds.), ESL writers: A guide for writing center tutors (pp. 42–50). Portsmouth: Boynton/Cook Publishers.Google Scholar
  12. North, S. M. (1984). The idea of a writing center. College English, 46(5), 433–446.CrossRefGoogle Scholar
  13. Pratt, M. L. (1991). Arts of the contact zone. Profession, 91, 33–40.Google Scholar
  14. Rafoth, B. (2015). Multilingual writers and writing centers. Logan: Utah State University Press.CrossRefGoogle Scholar
  15. Tan, B.-H. (2011). Innovating writing centers and online writing labs outside North America. Asian EFL Journal, 13(2), 391–418.Google Scholar
  16. Turner, A. (2006). Re-engineering the North American writing center model in East Asia. Paxis: A Writing Center Journal, 3(2). Retrieved from http://www.praxisuwc.com/links-page-32/.
  17. Wang, Q. (2017). Will you trust me. WLN: A Writing Center Scholarship, 41(9–10), 26–29.Google Scholar
  18. Yang, F.-Y., & Sun, Y.-C. (2012). The use of a writing center by non-native academic writers: A case study in Taiwan. Taiwan Journal of TESOL, 9(1), 1–26.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Indiana University of PennsylvaniaIndianaUSA

Personalised recommendations