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For many years, writing centers have based their pedagogy on "collaboration." Now it is time to reflectively examine whether tutorial collaborations actually correspond to those definitions on which it is generally assumed they are based. Current practices assume that "collaborative" practices include non-authoritative pedagogy that fosters students' independence to compose and promotes their ability to critically assess their own writing. But is this true? Brian Street ("Literacy in Theory and Practice"), Suzanne Clark and Lisa Ede ("Collaboration, Resistance, and the Teaching of Writing") suggest that teachers look at their classroom collaborations and determine just what it is that they are promoting. Unless they do, they risk maintaining and supporting the very structures of disempowerment they claim to resist. (Transcripts of two exchanges between a writing-center tutor and a student, and a five-item bibliography are included.) (SAM)

Descriptors: College Students, Cooperative Learning, Higher Education, Writing (Composition), Writing Improvement, Writing Instruction, Writing Laboratories

Autor: Mullin, Joan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9743&id=ED360634

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