Questioning in Writing Center Conferences

@article{Mackiewicz2014QuestioningIW,
  title={Questioning in Writing Center Conferences},
  author={Jo Mackiewicz},
  journal={Writing Center Journal},
  year={2014}
}
  • J. Mackiewicz
  • Published 1 January 2014
  • Education
  • Writing Center Journal
These researchers examine how questions function in a corpus of eleven writing center conferences conducted by experienced tutors. They analyze the 690 questions generated in these conferences: 81% (562) from tutors and 19% (128) from students. Using a coding scheme developed from prior research on questions in math, science, and other kinds of quantitative tutoring, they categorized tutors’ and students’ questions. The researchers found that questions in writing center conferences serve a… 

The role of questioning in writing tutorials: a critical approach to student-centered learning in peer tutorials in higher education

ABSTRACT Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions

The So What of So in Writing Center Talk

Even small, taken- for- granted words can have a strong influence on the pedagogical effect of a writing conference. In this study, we examined how experienced and trained writing center tutors’ use

Writing centre tutoring sessions: addressing students’ concerns

Abstract The guiding principle behind university writing centres is to focus on the process of writing rather than the finished product, prioritising higher order concerns related to organisation and

Adding Quantitative Corpus-Driven Analysis to Qualitative Discourse Analysis: Determining the Aboutness of Writing Center Talk

We discuss the benefits of using corpus linguistic analysis, a quantitative method for determining the "aboutness" of talk, in conjunction with discourse analysis in order to understand writing

Discourse Strategies in Technical-support Interactions

This study responds to the lack of research on the discourse of technical-support interactions. Researchers have explored successful practices for recruiting technical-support personnel, constructs

Positive Politeness in Writing-Centre Consultations with an Emphasis on Praise

Abstract In a writing centre, learning takes place during conversations between the writing-centre tutor and the student. This interaction is an integral part of writing-centre research and is the

Consultants in the Classroom: Pilot Study Assessing Multidisciplinary Center Collaboration

Communication and collaborative center clients come in various forms. Many centers work with individuals, others with groups, and some with entire classrooms, departments, or colleges. Very few

Collaboration and Community in Undergraduate Writing Synchronous Video Courses (SVCs)

There is value in this synchronous online writing course, synchronous video courses (SVCs), but it requires unique pedagogical strategies and specific training for students and instructors.

FROM AUTOPSY TO AUTONOMY IN WRITING CENTRES : POSTGRADUATE STUDENTS ’ RESPONSE TO TWO FORMS OF FEEDBACK IN A HEALTH

In post-apartheid South Africa, writing centres exist in almost every university to address the academic writing needs of students. At Stellenbosch University Writing Lab, writing consultants use

References

SHOWING 1-10 OF 46 REFERENCES

The effects of tutor expertise in engineering writing: a linguistic analysis of writing tutors' comments

  • J. Mackiewicz
  • Education
    IEEE Transactions on Professional Communication
  • 2004
This study examines the topics and politeness strategies of tutors' comments, investigating how non-expertise in engineering writing decreases the effectiveness of Tutors' interactions with engineering students.

Collaborative dialogue patterns in naturalistic one-to-one tutoring

Naturalistic one-to-one tutoring is more effective than traditional classroom teaching methods, but there have been few attempts to examine the features of normal tutoring that might explain its

Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials vs. Peer-Response Groups

Collaboration, a process writers engage in and teachers facilitate, is firmly entrenched in our thinking about the teaching of writing. But the term is also used as a blanket tossed over a variety of

What Do Reading Tutors Do? A Naturalistic Study of More and Less Experienced Tutors in Reading

It was found that more experienced tutors used significantly more cognitive scaffolding and significantly less motivational scaffolding than did less experienced tutoring, and some hypotheses for modeling in the design of a computer-based reading decoding tutor and for training human tutors who teach decoding are suggested.

Yes–No Questions in the Third-Turn Position: Pedagogical Discourse Processes

Yes–No (Y/N) questions are distinctive in calling for a bipolar response. Some Y/N questions predispose one answer over the other. Conversation analysts have examined the sequential relevance of this

The Role of Why Questions in Effective Human Tutoring

It is undoubtedly true that one prominent component of effective human tutoring is collaborative dialogue between student and tutor [7, 12]. Nevertheless, many important questions remain to be

Comprehension Theory as a Guide for the Design of Thoughtful Questions

A computer-based tutor for reading comprehension under development by the research team is described, which uses an interactive books interface to present a structured sequence of questions to elicit summaries from young readers.

Constructing Self-Explanations and Scaffolded Explanations in Tutoring

SUMMARY One-on-one tutoring is a form of instruction that requires interaction between a tutor and a tutee. The effectiveness of tutoring is examined from the perspectives of the tutor's actions, the