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The Current State of Writing Centers in California Community Colleges through Critical Discourse Analysis : = Reconsidering Writing Tutors as Companions in a Post-pandemic Environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Current State of Writing Centers in California Community Colleges through Critical Discourse Analysis :/
Reminder of title:	Reconsidering Writing Tutors as Companions in a Post-pandemic Environment.
Author:	Hill, Robert Joseph.
Description:	1 online resource (101 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-09.
Contained By:	Masters Abstracts International84-09.
Subject:	Rhetoric. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30316930click for full text (PQDT)
ISBN:	9798377649809

The Current State of Writing Centers in California Community Colleges through Critical Discourse Analysis : = Reconsidering Writing Tutors as Companions in a Post-pandemic Environment.
Hill, Robert Joseph.

The Current State of Writing Centers in California Community Colleges through Critical Discourse Analysis :Reconsidering Writing Tutors as Companions in a Post-pandemic Environment. - 1 online resource (101 pages)

Source: Masters Abstracts International, Volume: 84-09.

Thesis (M.A.)--California State University, Fresno, 2023.

Includes bibliographical references

In the wake of a massive global pandemic, it is necessary to examine how American colleges have responded to the lingering effects of COVID-19 and its overall restrictions on higher education. Throughout this paper, research will be provided showing that college students are facing heightened levels of anxiety and increased difficult with navigating an in-person college environment. Therefore, these students are not only in need of a tutor to show them the path to success, but also someone to encourage them throughout this new, difficult process. My project asserts that colleges, specifically community colleges (CC), should look to their writing centers as critical, welcoming sites where these high anxiety students can be met wherever they are in their level of expertise and find assistance with things beyond "normal" writing assignments. These students require someone to move outside the hierarchal nature of the classroom and university with the goal of partnering with students on their educational journeys; these students need a companion. This project will explore the current states of 35 CC writing centers through a Critical Discourse Analysis survey in order to determine how coordinators, tutors, and students have responded to the lingering effects of the pandemic. Also, the educational theory of Andragogy will be consulted to see if its implementation can better assist these high-anxiety students in the writing center. Towards the end of the project, I will present my own alternative label for the word "tutor" that better encapsulates the emotional and ambiguous labor involved in the job.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377649809Subjects--Topical Terms:

516647
Rhetoric.
Subjects--Index Terms:

Academic SupportIndex Terms--Genre/Form:

542853
Electronic books.

The Current State of Writing Centers in California Community Colleges through Critical Discourse Analysis : = Reconsidering Writing Tutors as Companions in a Post-pandemic Environment.
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504 $a Includes bibliographical references
520 $a In the wake of a massive global pandemic, it is necessary to examine how American colleges have responded to the lingering effects of COVID-19 and its overall restrictions on higher education. Throughout this paper, research will be provided showing that college students are facing heightened levels of anxiety and increased difficult with navigating an in-person college environment. Therefore, these students are not only in need of a tutor to show them the path to success, but also someone to encourage them throughout this new, difficult process. My project asserts that colleges, specifically community colleges (CC), should look to their writing centers as critical, welcoming sites where these high anxiety students can be met wherever they are in their level of expertise and find assistance with things beyond "normal" writing assignments. These students require someone to move outside the hierarchal nature of the classroom and university with the goal of partnering with students on their educational journeys; these students need a companion. This project will explore the current states of 35 CC writing centers through a Critical Discourse Analysis survey in order to determine how coordinators, tutors, and students have responded to the lingering effects of the pandemic. Also, the educational theory of Andragogy will be consulted to see if its implementation can better assist these high-anxiety students in the writing center. Towards the end of the project, I will present my own alternative label for the word "tutor" that better encapsulates the emotional and ambiguous labor involved in the job.
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773 0 $t Masters Abstracts International $g 84-09.
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