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This paper addresses how a writing center can act as a place to strengthen student voices, voices that exhibit an awareness of the conventions of academic discourse and voices that show ownership of their papers as well as the social aspect of listening to the voices of others. This is a significant question because it seems students feel as if they are speaking a foreign language when writing in the university. One way to approach the task is to redefine the role of the student tutor, to give it meaning beyond the formulaic concerns about thesis and clarity. Writing centers should be seen as a place where tutor and tutee exchange ideas, where they engage each other in pressing issues. (TB)

Descriptors: Academic Discourse, Blacks, Case Studies, Higher Education, Hispanic Americans, Racial Bias, Student Attitudes, Teacher Student Relationship, Tutoring, Tutors, Writing Laboratories











Autor: Miranda, Theresa

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7616&id=ED401530







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