Read more about Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies

Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies

(6 reviews)

Steven J. Corbett, George Mason University

Copyright Year: 2015

ISBN 13: 9781602356320

Publisher: WAC Clearinghouse

Language: English

Formats Available

Conditions of Use

Attribution-NonCommercial-NoDerivs Attribution-NonCommercial-NoDerivs


Learn more about reviews.

Reviewed by Dawn Hershberger, Associate Director, Writing Lab, University of Indianapolis on 4/23/21

Corbett's book references a wide array of important literature and scholars in writing center studies in the areas of course-based tutoring (CBT) and of general writing center theory. However, the author assumes that the reader will have a... read more

Reviewed by Katie Garahan, Assistant Professor and Writing Center Director, Radford University on 7/8/20

In his text, Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies, Steven J. Corbett uses a case-study approach to examine course-based tutoring (CBT), focusing on how course-embedded tutors negotiate the pedagogical concepts of... read more

Reviewed by Zachery Koppelmann, Assistant Professor, Associated Faculty / Writing Center Director, Wabash College on 8/5/19

This text comprehensively covers writing center pedagogy, writing fellows programs, peer writing groups, and supplemental instruction. Each topic is thoroughly discussed and connected to each other and to course-based tutoring. The Introduction... read more

Reviewed by Melanie Faith, Lecturer, University of Maryland on 2/1/18

Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies offers a comprehensive review of Course Based Tutoring (CBT) as the first two chapters comprise a thorough literature review. read more

Reviewed by Dianne Stanbach, Instructor, Tidewater Community College on 8/15/17

This text is extremely thorough in addressing all aspects of course-based tutoring: how all tutors, instructors, and learners need to rethink how writing is taught and connected to the classroom. The case studies connected well with the theories... read more

Reviewed by Andy Trevathan, Doctor/Instructor, Louisiana State University on 6/20/17

While no book can completely cover EVERYTHING regarding tutoring, composition pedagogy, and writing center work, Corbett adequately covers a few relevant issues such as: tutoring style and strategy, analyses of tutoring sessions, and conflict in... read more

Table of Contents

  • Front Matter
  • Acknowledgments
  • Introduction: Sharing Pedagogical Authority: Practice Complicates Theory When Synergizing Classroom, Small-Group, and One-to-One Writing Instruction
  • Chapter One: Tutoring Style, Tutoring Strategy: Course-Based Tutoring and the History, Rhetoric, and Reality of the Directive/Nondirective Instructional Continuum
  • Chapter Two: Methods and Methodology: Locating Places, People, and Analytical Frames
  • Chapter Three: Macro- and Micro-Analyses of One-to-One Tutorials: Case Studies at the University of Washington
  • Chapter Four: Conflict and Care while Tutoring in the Classroom: Case Studies at the University of Washington and Southern Connecticut State University
  • Chapter Five: Conclusion: Toward Teacher/Student, Classroom/Center Hybrid Choices
  • Works Cited
  • Appendix
  • Index

Ancillary Material

  • Submit ancillary resource
  • About the Book

    How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically.

    This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications—especially of directive and nondirective tutoring strategies and methods—for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.

    About the Contributors


    Steven J. Corbett is Assistant Professor of English at George Mason University. He received his Ph.D. in English Language and Rhetoric from the University of Washington-Seattle in 2008, and he was assistant professor of English and co-coordinator of composition at Southern Connecticut State University-New Haven from 2008-2013.

    Contribute to this Page

    Suggest an edit to this book record