Date of Award
Spring 5-4-2023
Document Type
Thesis
Degree Name
M.A. English
Department
English
First Advisor
Dr. Patricia Pytleski
Second Advisor
Dr. Amy Lynch-Biniek
Third Advisor
Dr. Amanda Morris
Abstract
Within the walls of university writing centers, tutors and tutees collaborate. They discuss writing, but even more than that, they communicate about ideas and theories bigger than themselves, all while discovering their identities. Exploration of how tutors define their authority and agency, while also highlighting the importance of tutors’ voices, is necessary for the continuation of writing center studies. Writing center tutors’ roles may be understood by some, but the mental hurdles, the questioning natures, and the care-giver roles they are emersed into need to be further investigated. Through a study conducted at Kutztown University’s Writing Center, tutors were surveyed and interviewed to better understand tutors’ perceptions of their writing authorities and tutoring identities within the subsections of tutor training, tutoring sessions, and tutor stress. Additionally, this study discloses these tutors’ voices through anecdotal qualitative data, thus highlighting tutoring challenges and moments of advocacy and agency within the writing center.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Washko, Leah, "Amplifying Tutor Voices: A Qualitative Analysis for Improving Writing Center Tutoring Practices and Pedagogy" (2023). English Department Masters Theses. 3.
https://research.library.kutztown.edu/englishtheses/3
Included in
Creative Writing Commons, English Language and Literature Commons, Higher Education Commons, Rhetoric and Composition Commons
