{"id":{"repo_id":"arizona-thes","oai_identifier":"oai:repository.arizona.edu:10150/284223"},"canonical_url":"https://search.dev.ndltd.org/etd/arizona-thes/oai:repository.arizona.edu:10150/284223","repository":{"repo_id":"arizona-thes","name":"University of Arizona","base_url":"https://repository.arizona.edu/oai/request"},"display":{"title":"Writing centers professionalize: Visions and versions of legitimacy","abstract":"This dissertation explores the ambiguities of professionalization for writing centers and presents an alternative way to approach what I believe is an inevitable process. Toward that end, my project is to examine how the discourse surrounding the professionalization of writing centers constructs scholars, tutors, teachers, and writing. In particular, the focus of my project is to compare how tutors' self-definitions of professionalism reflect/deflect how professionalism is defined in the scholarly literature and in arenas outside of academia. The conclusions I draw are based on my research of two local writing centers in two southwest universities as well as a survey of the intertwined histories of literature, composition studies, and writing centers, and my experience co-directing a writing center for two years. My final argument is that writing center workers ought to look outside of academia for organizational models more closely aligned to political activism such the civil rights movement and women's movement, and to capitalize on the interdisciplinary nature of writing center work to create a \"participatory democracy,\" in which participants theorize from their experience and value the process over gaining expertise.","abstract_html":"This dissertation explores the ambiguities of professionalization for writing centers and presents an alternative way to approach what I believe is an inevitable process. Toward that end, my project is to examine how the discourse surrounding the professionalization of writing centers constructs scholars, tutors, teachers, and writing. In particular, the focus of my project is to compare how tutors' self-definitions of professionalism reflect/deflect how professionalism is defined in the scholarly literature and in arenas outside of academia. The conclusions I draw are based on my research of two local writing centers in two southwest universities as well as a survey of the intertwined histories of literature, composition studies, and writing centers, and my experience co-directing a writing center for two years. My final argument is that writing center workers ought to look outside of academia for organizational models more closely aligned to political activism such the civil rights movement and women's movement, and to capitalize on the interdisciplinary nature of writing center work to create a "participatory democracy," in which participants theorize from their experience and value the process over gaining expertise.","abstract_has_math":false,"creators":["Peguesse, Chere Lynn"],"institution":"The University of Arizona.","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":"Graduate College","degree_department":null,"school":null,"contributors":[],"advisors":["Enos, Theresa"],"committee_chairs":[],"committee_members":[],"year":2000,"date_issued":"2000","date_published":"2000","updated_at":"2026-07-24T00:57:10Z","subjects":["Language, Rhetoric and Composition."],"languages":["en_US"],"rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10150/284223","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Enos, Theresa"]},{"key":"dc:creator","label":"Author","values":["Peguesse, Chere Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-04-25T10:01:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-04-25T10:01:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2000"]},{"key":"dc:publisher","label":"Institution","values":["The University of Arizona."]},{"key":"dc:type","label":"Dc Type","values":["text","Dissertation-Reproduction (electronic)"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate College","English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Arizona"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language, Rhetoric and Composition."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10150/284223"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores the ambiguities of professionalization for writing centers and presents an alternative way to approach what I believe is an inevitable process. Toward that end, my project is to examine how the discourse surrounding the professionalization of writing centers constructs scholars, tutors, teachers, and writing. In particular, the focus of my project is to compare how tutors' self-definitions of professionalism reflect/deflect how professionalism is defined in the scholarly literature and in arenas outside of academia. The conclusions I draw are based on my research of two local writing centers in two southwest universities as well as a survey of the intertwined histories of literature, composition studies, and writing centers, and my experience co-directing a writing center for two years. My final argument is that writing center workers ought to look outside of academia for organizational models more closely aligned to political activism such the civil rights movement and women's movement, and to capitalize on the interdisciplinary nature of writing center work to create a \"participatory democracy,\" in which participants theorize from their experience and value the process over gaining expertise."]},{"key":"dc:title","label":"Title","values":["Writing centers professionalize: Visions and versions of legitimacy"]}]}],"canonical_facts":{"dc:contributor.advisor":["Enos, Theresa"],"dc:creator":["Peguesse, Chere Lynn"],"dc:date.accessioned":["2013-04-25T10:01:21Z"],"dc:date.available":["2013-04-25T10:01:21Z"],"dc:date.issued":["2000"],"dc:description.abstract":["This dissertation explores the ambiguities of professionalization for writing centers and presents an alternative way to approach what I believe is an inevitable process. Toward that end, my project is to examine how the discourse surrounding the professionalization of writing centers constructs scholars, tutors, teachers, and writing. In particular, the focus of my project is to compare how tutors' self-definitions of professionalism reflect/deflect how professionalism is defined in the scholarly literature and in arenas outside of academia. The conclusions I draw are based on my research of two local writing centers in two southwest universities as well as a survey of the intertwined histories of literature, composition studies, and writing centers, and my experience co-directing a writing center for two years. My final argument is that writing center workers ought to look outside of academia for organizational models more closely aligned to political activism such the civil rights movement and women's movement, and to capitalize on the interdisciplinary nature of writing center work to create a \"participatory democracy,\" in which participants theorize from their experience and value the process over gaining expertise."],"dc:identifier.uri":["http://hdl.handle.net/10150/284223"],"dc:language.iso":["en_US"],"dc:publisher":["The University of Arizona."],"dc:rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"dc:subject":["Language, Rhetoric and Composition."],"dc:title":["Writing centers professionalize: Visions and versions of legitimacy"],"dc:type":["text","Dissertation-Reproduction (electronic)"],"thesis:degree_discipline":["Graduate College","English"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Arizona"]},"updated_at":"2026-07-24T00:57:10Z"}