What Is Within Writing Center Tutoring Discourse?

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Multimodal Meaning-Making, Design, Composition, and Semiotic Perspectives (Table 27)

Abstract

Our study examines the underlying discourse within writing-center tutoring, unveiling its inherent biases and assumptions. Despite being portrayed as a neutral space for discussing writing, the writing-center's tutoring discourse is subtly influenced by race and Eurocentrism, promoting Eurocentric and Westernized approaches to structuring students' written work. The available resources often favor specific Western academic writing norms, inadvertently marginalizing diverse epistemological viewpoints. To challenge this dominant discourse, we advocate for a translanguaging approach in writing-center practices. By incorporating multilingual resources and engaging multilingual specialists, writing centers can embrace linguistic diversity and foster an inclusive environment for students from diverse cultural backgrounds. This study aims to empower students to draw upon their linguistic repertoire, creating a more equitable and enriching writing-center experience.

Authors

• Daniel Chang, Simon Fraser University

• Qinghua Chen, The Education University of Hong Kong