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Date of Award

9-2015

Document Type

Restricted Thesis: Campus only access

Degree Name

Master of Arts in English Composition

Department

English

First Reader/Committee Chair

Karen Rowan

Abstract

Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.

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