Writing centers: between academic levelling and knowledge construction
Keywords:
Tutoring, Learning Process, Higher Education, WritingAbstract
Writing centers, originally called laboratories or clinics, were born from the need of American universities to correct writing problems of their students. Thus, their initial motivation gave way to a remedial character: after the second half of the century, there was a modification in this denomination, underlying a change in the way of conceiving language teaching. This indicates that the writing center is now an open space not only for students with difficulties in a discipline, but for everyone. An element that has remained in these spaces from the beginning and that until now has shown to be effective is collaborative learning through peer tutoring. The purpose of this article is to assess the role of this type of learning within the trajectory of writing centers, establishing the scope and limitations that they currently face.
Downloads
References
BOQUET, Elizabeth. “Our little secret”: a history of writing centers, pre- to post-open admissions. College Composition and Communication, v. 50, n. 3, p. 463-482, 1999.
BRUFFEE, Kenneth. Collaborative learning: some practical models. College English, v. 34, n. 5, p. 634-643, 1973.
BRUFFEE, Kenneth. Peer tutoring and the “conversation of mankind”. In: BARNETT, R.; BLUMMER, J. [ed.]. The Longman Guide to Writing Center Theory and Practice. Great Britain: Pearson, 2008. p. 206-218.
CALZADILLA, María Eugenia. Aprendizaje colaborativo y tecnologías de la información y la comunicación. Revista Iberoamericana de Educación, v. 1, n. 10, p. 1- 10, 2012. Disponible en: < http://ciiesregion8.com.ar/portal/wp-content/uploads/2016/04/Calzadilla-aprendizajecolaborativo1.
pdf>. Acceso en: sep. 2016.
CARINO, Peter. Early Writing Centers: toward a history. The Writing Center Journal, v. 15, n. 2, p. 103-113, 1995.
CARINO, Peter. Open Admissions and the Construction of Writing Center History: A Tale of Three Models. The Writing Center Journal, v. 17, n. 1, p. 30-48, 1996.
CARINO, Peter. Power and authority in peer tutorin. In: PEMBERTON, M.; KINKEAD, J. (Ed.). Center Will Hold. Colorado: University Press of Colorado, 2003. p. 96-113.
CARLINO, Paula. ¿Quién debe ocuparse de enseñar a leer y a escribir en la universidad? Tutorías, simulacros de examen y síntesis de clases en humanidades. Lectura y vida, v. 21, n. 1, p. 6-14, 2001.
CARLINO, Paula. ¿Qué nos dicen las investigaciones internacionales sobre la escritura en la universidad? Cuadernos de Psicopedagogía, n. 4, p. 21-40, 2007.
CASTELLÓ, Monserrat. Los retos actuales de la alfabetización académica: estado de la cuestión y últimas. Enunciación, v. 19, n. 2, p. 346-365, 2014.
CENTRO VIRTUAL CERVANTES. Diccionario de términos clave de ELE, s.d., s.f. Disponible en: <http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/>. Acceso en: ene. 2016.
CHOIS LENIS, Pilar Mirely; GUERRERO, Héctor Iván. Los aportes de un tutor par de escritura académica. En: MOLINA, V. (Ed.). Panorama de los centros y programas de escritura en Latinoamérica. Cali: Pontificia Universidad Javeriana, 2015. p. 153-164.
CLARK, Irene. Collaboration and ethics in Writing Center Pedagogy. The Writing Center Journal, v. 9, n. 1, p. 3-12, 1988.
CURRY, Mary Jane; LILLIS, Theresa. Issues in academic writing in higher education. In: COFFIN, C.; CURRY, M.J.; GOODMAN, S.; HEWINGS, A.; LILLIS, M.T.; SWANN, J. Teaching academic writing. New York: Routledge, 2005. p. 1-19.
DÍAZ BARRIGA, Frida; HERNÁNDEZ, Gerardo. Estrategias docentes para un aprendizaje significativo. México D.F.: McGraw-Hill, 2002.
DRISCOLL, Dana Lynn. Building connections and transferring knowledge: the benefits of a peer tutoring course beyond the Writing Center. The Writing Center Journal, v. 35, n. 1, p. 153-181, 2015.
GLINZ, Patricia Elizabeth. Un acercamiento al trabajo colaborativo. Revista Iberoamericana de Educación, v. 35, n. 2, p. 1-13, 2000. Disponible en: . Acceso en: ene. 2016.
HARRIS, Muriel. The concept of a Writing Center: International Writing Centers Association. International Writing Association, sept. 1988. Disponible en: <http://writingcenters.org/resources/starting-a-writing-cente/writing-center-concept/>. Acceso en: mar. 2016.
HARRIS, Muriel. The writing center and tutoring in WAC programs. In: MCLEOD, S.; SOVEN, M. Writing across the curriculum: a guide to developing programs, 1992. p. 109-122. Disponible en: <http://aw.colostate.edu/books/>. Acceso en: ago. 2016.
HARVARD UNIVERSITY. Harvard College Writing Center. s.f. Disponible en: <http://writingcenter.fas.harvard.edu/>. Acceso en: ago. 2016.
HUGHES, Bradley; GILLESPIE, Paula; KAIL, Harvey. What They Take with Them: Findings from the Peer Writing Tutor Alumni Research Project. The Writing Center Journal, v. 30, n. 2, p. 12-46, 2010.
JOHNSON, David; JOHNSON, Roger; JOHNSON HOLUBEC, Edythe. Los nuevos círculos del aprendizaje: la cooperación en el aula y la escuela. Buenos Aires: Aique, 1999.
JOHNSON, Frances; GARZA, Susan; BALLMER, Noelle. Theory to practice: building the 21st Century writing community. Journal of College Reading and Learning, v. 39, n. 2, p. 83-92, 2009. KATZ, R. Skills of an effective administrator. Harvard Business Review, Boston, sept. 1974. Disponible
en: <https://hbr.org/1974/09/skills-of-an-effective-administrator>. Acceso en: ago. 2016.
LEAHY, Richard. What the College Writing Center is-and isn’t. College Teaching, v. 38, n. 2, p. 43-48, 1990.
LUCCI, Marcos Antonio. La propuesta de Vygotsky: la psicología socio-histórica. Profesorado: Revista de currículum y formación del profesorado, v. 10, n. 2, p. 1-11, 2006. Disponible en: <http://digibug.ugr.es/handle/10481/17420>. Acceso en: ago. 2016.
LUNSFORD, Andrea. Collaboration, control, and the idea of a Writing Center. In: BARNETT, R.; BLUMMER, J. The Longman Guide to Writing Center theory and practice. Great Britain: Pearson, 2008. p. 92-99.
LUNSFORD, Andrea; EDE, Lisa. Reflections on contemporary currents in Writing Center Work. The Writing Center Journal, v. 31, n. 1, p. 11-24, 2011.
MOLINA, Violeta. Prefacio. In: MOLINA, Violeta (Ed.). Panorama de los centros y programas de escritura en Latinoamérica. Cali: Pontificia Universidad Javeriana, 2015. p. 7-13.
MOLINA, Violeta. Centros de escritura: una mirada retrospectiva para entender el presente y futuro de estos programas en el contexto latinoamericano. Legenda, v. 18, n. 18, p. 9-33, 2014.
MOORE, Robert H. The writing clinic and the writing laboratory. In: MURPHY, C.; LAW, J. (Ed.). Landmark essays: on writing centers. California: Hermagoras, 1995. p. 3-10.
MOYANO, Estela Inés. La escritura académica: una tarea interdisciplinaria a lo largo de la currícula universitaria. Revista Texturas, v. 4, n. 4, p. 109-120, 2004.
MURPHY, Christina; STAY, Byron. Introduction. In: MURPHY, Christina; STAY, Byron. (Ed.). The writing center director’s resource book. New York: Routledge, 2012. 472 p. 7-10.
NEW YORK UNIVERSITY. NYU Expository Writing Program. New York: New York University, [20-]. Disponible en: <http://ewp.cas.nyu.edu/object/writing.tutors>. Acceso en: ago. 2016.
NORDLOF, John. Vygotsky, scaffolding, and the role of theory in Writing Center Work. The Writing Center Journal, v. 34, n. 1, p. 45-64, 2014.
NORTH, Stephen. The idea of a writing center. College English, v. 46, n. 5, p. 433-446, 1984.
ORMSBY, Lilyth. Centro de Aprendizaje, Redacción y Lenguas CARLE. En: MOLINA, V. (Ed.). Panorama de los centros y programas de escritura en Latinoamérica. Cali: Pontificia Universidad Javeriana, 2015. p. 33-38.
PEMBERTON, Michael. Rethinking the WAC/Writing Center Connection. The Writing Center Journal, v. 15, n. 2, p. 117-133, 1995.
PÉREZ ABRIL, Mauricio; RINCÓN BONILLA, Gloria (Coord.). ¿Para qué se lee y se escribe en la universidad colombiana? Un aporte a la consolidación de la cultura académica del país. Bogotá: Pontificia Universidad Javeriana, 2013.
PIAGET, Jean. A dónde va la educación. Barcelona: Teide, 1972.
PRINCETON UNIVERSITY. Princeton Writing Program. New Jersey: Princeton University, [20-]. Disponible en: <http://writing.princeton.edu/center/job-opportunities/writing-center-fellows>. Acceso en: ago. 2016.
QUINTANA, Hilda; GARCÍA ARROYO, Matilde. Experiencias de las tutorías en el Centro de Redacción Multidisciplinario del Recinto Metropolitano de la Universidad Interamericana de Puerto Rico. En: MOLINA, V. (Ed.). Panorama de los centros y programas de escritura en Latinoamérica. Cali: Pontificia Universidad Javeriana, 2015. p. 135-140.
REAL ACADEMIA ESPAÑOLA. Diccionario de la Real Academia Española. Madrid: RAE, [20-]. Disponible en: <http://dle.rae.es/?id=MjESnb2>. Acceso en: ene. 2016.
RICHARDS, Jack C.; RODGERS, Theodore S. Approaches and methods in language teaching: a description and analysis. 15. ed. Cambridge: Cambridge University Press, 1999.
RICHARDS, Jack C.; SCHMIDT, Richard. Longman dictionary of language teaching and applied linguistics. 4. ed. Great Britain: Pearson, 2010.
ROSAS, Ricardo; SEBASTIÁN, Christian. Piaget, Vigotski y Maturana. Constructivismo a tres voces. Buenos Aires: Aique, 2008.
SALAZAR-SIERRA, Adriana et al. Lectura y escritura en la universidad: contribución para reconstruir una historia. Magis: Revista Internacional de Investigación en Educación, v. 8, n. 16, p. 51-70, 2015.
SHAMOON, Linda; BURNS, Deborah. A critique of pure tutoring. The Writing Center Journal, v. 15, n. 2, p. 135-151, 1995.
SOLÉ, Isabel. Disponibilidad para el aprendizaje y sentido del aprendizaje. In: COLL, C.; MARTÍN, E.; MAURI, T.; MIRAS, M.; ONRUBIA, J.; SOLÉ, I.; ZABALA, A. El constructivismo en el aula. México, D.F.: Graó, 2007. p. 25-46.
SOLÉ, Isabel; COLL, César. Los profesores y la concepción constructivista. In: COLL, C.; MARTÍN, E.; MAURI, T.; MIRAS, M.; ONRUBIA, J.; SOLÉ, I.; ZABALA, A. El constructivismo en el aula. México, D.F.: Graó, 2007. p. 7-24.
TUDGE. Vigotsky: la zona de desarrollo próximo y su colaboración en la práctica de aula. New York: Cambridge University, 1994.
URIBE, Patricia; GASCÓN, Robert. Centro de Escritura Universidad de Tarapacá CEDEUTA. En: MOLINA, V. (Ed.). Panorama de los centros y programas de escritura en Latinoamérica. Cali: Pontificia Universidad Javeriana, 2015. p. 45-53.
VYGOTSKY, Liev Semionovich. Psicología pedagógica: un curso breve. Buenos Aires: Aique, 2001. WALDO, Mark. The last best place for writing across the curriculum: The Writing Center. WPA: Writing Program Administration, v. 16, n. 3, p. 15-26, 1993.
WALLER, Susan. A brief history of university writing centers: variety and diversity, 2002. Disponible en: . Acceso en: ene. 2016.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Cadernos de Pesquisa
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
