How a writing tutor can help when unfamiliar with the content: A case study

Writing Across the Curriculum places considerable demands not only upon the students in writing intensive courses, but also on the writing center staff to whom they go for help. This paper looks at some of the problems raised by tutors in this situation, and presents a case study in which such problems are negotiated in the course of a consultation between a student and a tutor. The kinds of revision resulting from this process are explored for the light they can throw on the relationship between language and content, as well as the relationships among discipline teachers,tutors, students, and the students’ texts.

Publication Source Information
Author/s: 
Kate Chanock
Year of publication: 
2002
Title of Journal, Edited book or Conference and Page numbers: 
The WAC Journal, 13: 113-132
ISSN/ISBN: 
1544-4920
URL or DOI: 
http://wac.colostate.edu/journal/
Contact details
Email: 
c.chanock@latrobe.edu.au
Contactable: 
Yes