Narrating the Writing Center: Knowledge, Crisis, and Success in Two Writing Centers' Stories

Persistent Link:
http://hdl.handle.net/10150/265336
Title:
Narrating the Writing Center: Knowledge, Crisis, and Success in Two Writing Centers' Stories
Author:
Cirillo-McCarthy, Erica Lynn
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Narrating the Writing Center: Knowledge, Crisis, and Success in Two Writing Center Stories' is year-long comparative case study of two writing centers in the US and the UK and draws upon ethnographic and textographic methodologies. Using writing center documents such as annual management reports, websites, training materials, and interviews with writing center staff and administration, I investigate historical, cultural, and political influences on writing centers and trace moments of change in writing center history in order to contextualize the changes both writing centers faced in terms of funding, location, and identity. I examine traditional and contemporary epistemological paradigms that inform writing centers' everyday practices and underlying ideology that both correspond with and resist institutionally-sanctioned ways of knowing and institutionally-embedded ideology. Using documents and interviews from both sites, I explore the ways in which writing centers find themselves in a reactive position during crises, such as the crisis of access, of literacy, and of funding, rather than a proactive position. Drawing from frame analysis, I argue for reframing the narratives surrounding writing center identity and praxis through the use of code words which have the potential to align writing center praxis with institutional values and result in increased agency for writing centers during crises. I conclude with a blending of contemporary definitions of kairos and stasis in order to create a rhetorical method of writing center communication that can serve as a potential path toward writing center sustainability, and I offer current writing center administrators a heuristic for implementation.
Type:
text; Electronic Dissertation
Keywords:
Pedagogy; Praxis; Stasis; Writing Center; Rhetoric, Composition & the Teaching of English; Kairos; Narrative
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Rhetoric, Composition & the Teaching of English
Degree Grantor:
University of Arizona
Advisor:
Hall, Anne-Marie

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleNarrating the Writing Center: Knowledge, Crisis, and Success in Two Writing Centers' Storiesen_US
dc.creatorCirillo-McCarthy, Erica Lynnen_US
dc.contributor.authorCirillo-McCarthy, Erica Lynnen_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractNarrating the Writing Center: Knowledge, Crisis, and Success in Two Writing Center Stories' is year-long comparative case study of two writing centers in the US and the UK and draws upon ethnographic and textographic methodologies. Using writing center documents such as annual management reports, websites, training materials, and interviews with writing center staff and administration, I investigate historical, cultural, and political influences on writing centers and trace moments of change in writing center history in order to contextualize the changes both writing centers faced in terms of funding, location, and identity. I examine traditional and contemporary epistemological paradigms that inform writing centers' everyday practices and underlying ideology that both correspond with and resist institutionally-sanctioned ways of knowing and institutionally-embedded ideology. Using documents and interviews from both sites, I explore the ways in which writing centers find themselves in a reactive position during crises, such as the crisis of access, of literacy, and of funding, rather than a proactive position. Drawing from frame analysis, I argue for reframing the narratives surrounding writing center identity and praxis through the use of code words which have the potential to align writing center praxis with institutional values and result in increased agency for writing centers during crises. I conclude with a blending of contemporary definitions of kairos and stasis in order to create a rhetorical method of writing center communication that can serve as a potential path toward writing center sustainability, and I offer current writing center administrators a heuristic for implementation.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectPedagogyen_US
dc.subjectPraxisen_US
dc.subjectStasisen_US
dc.subjectWriting Centeren_US
dc.subjectRhetoric, Composition & the Teaching of Englishen_US
dc.subjectKairosen_US
dc.subjectNarrativeen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineRhetoric, Composition & the Teaching of Englishen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHall, Anne-Marieen_US
dc.contributor.committeememberKimme Hea, Amy C.en_US
dc.contributor.committeememberCardenas, Maritzaen_US
dc.contributor.committeememberDonahue, Christianeen_US
dc.contributor.committeememberHall, Anne-Marieen_US
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