Santos-Nuñez, Kelsins V.

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    Tutoring for better writers/writing? A case study of the UPRM writing center
    (2017-05) Santos-Nuñez, Kelsins V.; Pratt, Ellen; College of Arts and Sciences - Art; Géliga Vargas, Jocelyn A.; Sefranek, Mary; Flores, Leonardo; Department of English; Rullán, Agustín
    This thesis places the University of Puerto Rico-Mayagüez English Writing Center (UPRMEWC) within the larger context of the histories, debates and research that have influenced writing center theories, methods and practices in the United States since the beginning of the 20th century. The research methods employed included: (1) a historical review of writing center literature to provide a context for the study; (2) a critical discourse analysis (CDA) of past and present historical documents of the UPRMEWC to identify and examine its ideologies and principles and the extent to which these have differed from those that have permeated US Writing Centers in terms of training and learning, as well as the cultural and affective needs of tutees and tutors; and, (3) an exploratory case study based on interviews with predominantly ESL/ELL tutors and ESL/ELL tutees at the UPRMEWC in order to examine and make recommendations to the tutoring principles, guidelines, and methods currently guiding UPRMEWC practices. The findings suggest revisions to certain policies and methods currently in place at the UPRMEWC to better fit the unique identities of our bilingual ESL/ELL tutors and tutees, specifically the non-directive method of not writing on students’ papers.