Description
Book SynopsisThis book grew out of the desire and necessity to understand just what went on in writing center tutoring sessions. Utilizing previous research mostly dissertations that have not been widely read the authors analyze the available data using a grounded theory approach. With information from over 50 sources, the resulting text is not only a resource, but illuminates for the first time just what happens in writing center tutoring sessions. From their grounded theory analysis, the authors identify the dimensions impacting a tutoring session, such as personal characteristics, outside influences, communication, the emotions and temperament of the interlocutors, and the ultimate outcomes. An analytic conclusion ties the grounded theory data to other published research and theory.
Trade Review«In its review of all qualitative research about writing centers published from 1983-2006, Babcock’s ‘A Synthesis of Qualitative Studies of Writing Tutoring’ performs a long-needed service to our research and practice. Organized by topic and including theses, dissertations, collections, and articles published in a range of journals along with those in WCJ and WLN, ‘A Synthesis of Qualitative Studies of Writing Tutoring’ is thorough and easy to use, a convenient reference guide to research on a particular topic. Further, it is an excellent demonstration of the grounded theory approach to qualitative research.» (Isabelle Thompson of Auburn University)
«In its review of all qualitative research about writing centers published from 1983-2006, Babcock’s ‘A Synthesis of Qualitative Studies of Writing Tutoring’ performs a long-needed service to our research and practice. Organized by topic and including theses, dissertations, collections, and articles published in a range of journals along with those in WCJ and WLN, ‘A Synthesis of Qualitative Studies of Writing Tutoring’ is thorough and easy to use, a convenient reference guide to research on a particular topic. Further, it is an excellent demonstration of the grounded theory approach to qualitative research.» (Isabelle Thompson of Auburn University)
