Instruction, Cognitive Scaffolding, and Motivational Scaffolding in Writing Center Tutoring.
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| Title: | Instruction, Cognitive Scaffolding, and Motivational Scaffolding in Writing Center Tutoring. |
|---|---|
| Authors: | Mackiewicz, Jo, Thompson, Isabelle |
| Source: | Composition Studies. Spring2014, Vol. 42 Issue 1, p54-78. 25p. |
| Subject Terms: | *Tutors & tutoring, *Teaching, *Educators, *Rhetoric education, *Foreign language education |
| Abstract: | In this study, we quantitatively analyze the discourse of experienced writing center tutors in 10 highly satisfactory conferences. Specifically, we analyze tutors' instruction, cognitive scaffolding, and motivational scaffolding, all tutoring strategies identified in prior research from other disciplines as educationally effective. We find that tutors used the instructional strategies of telling and suggesting, the cognitive scaffolding strategy of pumping, and the motivational scaffolding strategy of showing concern most frequently. We argue that the interdisciplinary analytical framework that we developed and describe in this article can facilitate further analysis of tutors' talk and thus help move research beyond the local level of the individual writing center. Finally, we point to some ways that our findings can inform tutor training. [ABSTRACT FROM AUTHOR] |
| Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 96185126 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Instruction, Cognitive Scaffolding, and Motivational Scaffolding in Writing Center Tutoring. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mackiewicz%2C+Jo%22">Mackiewicz, Jo</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Isabelle%22">Thompson, Isabelle</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Composition+Studies%22">Composition Studies</searchLink>. Spring2014, Vol. 42 Issue 1, p54-78. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Rhetoric+education%22">Rhetoric education</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this study, we quantitatively analyze the discourse of experienced writing center tutors in 10 highly satisfactory conferences. Specifically, we analyze tutors' instruction, cognitive scaffolding, and motivational scaffolding, all tutoring strategies identified in prior research from other disciplines as educationally effective. We find that tutors used the instructional strategies of telling and suggesting, the cognitive scaffolding strategy of pumping, and the motivational scaffolding strategy of showing concern most frequently. We argue that the interdisciplinary analytical framework that we developed and describe in this article can facilitate further analysis of tutors' talk and thus help move research beyond the local level of the individual writing center. Finally, we point to some ways that our findings can inform tutor training. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=96185126 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 54 Subjects: – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Teaching Type: general – SubjectFull: Educators Type: general – SubjectFull: Rhetoric education Type: general – SubjectFull: Foreign language education Type: general Titles: – TitleFull: Instruction, Cognitive Scaffolding, and Motivational Scaffolding in Writing Center Tutoring. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mackiewicz, Jo – PersonEntity: Name: NameFull: Thompson, Isabelle IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 15349322 Numbering: – Type: volume Value: 42 – Type: issue Value: 1 Titles: – TitleFull: Composition Studies Type: main |
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