Date of Award

5-2015

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Ben Rafoth, Ed.D.

Second Advisor

Gloria Park, Ph.D.

Third Advisor

Usree Bhattacharya, Ph.D.

Abstract

Drawing upon reflective practice as presented in Farrell (2012), Dewey (1933) and Schön (1983, 1987), this multi-method, qualitative study investigated the following questions: does the past experience of being a multilingual writing center tutor influence current teachers' perceived pedagogy and classroom planning? If so, in what ways? Data were collected from six participants using a three-part, semi-structured interview that included experience-based questions, a syllabus-identification discussion and a student feedback task. Participants identified sections of their syllabi (grading policies, course schedules, classroom discussions, activities) as demonstrating writing center influence. Participants' anecdotes connected their language learning experiences to writing center contexts but did not explicitly transfer into classroom planning explanations. Participants prioritized content-focused revisions, such as clarity (prompt response) and increased description, over sentence-level concerns when communicating the next step in the revision process. These results support writing center tutoring experiences as valuable for educators' personal and professional development.

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