Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.
","abstract_html":"<p>Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.</p>","abstract_has_math":false,"creators":["Astiazaran, Francesca M."],"institution":null,"degree_name":"Master of Arts in English Composition","degree_level":"Restricted Thesis: Campus only access","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Karen Rowan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-01T07:00:00Z","date_published":"2015-09-01T07:00:00Z","updated_at":"2026-07-24T01:52:53Z","subjects":["Writing Center","L2 Students","Tutoring","Reading Aloud","Grammar","Peer Tutoring","Applied Linguistics","First and Second Language Acquisition","Linguistics","Phonetics and Phonology","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.lib.csusb.edu/etd/242","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karen Rowan"]},{"key":"dc:creator","label":"Author","values":["Astiazaran, Francesca M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-08-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted Thesis: Campus only access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in English Composition"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Writing Center","L2 Students","Tutoring","Reading Aloud","Grammar","Peer Tutoring","Applied Linguistics","First and Second Language Acquisition","Linguistics","Phonetics and Phonology","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.lib.csusb.edu/etd/242"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.
"]},{"key":"dc:title","label":"Title","values":["I'LL TALK, YOU LISTEN: WRITING CENTER TUTORS READING ALOUD IN SESSIONS WITH L2 TUTEES"]}]}],"canonical_facts":{"dc:contributor":["Karen Rowan"],"dc:creator":["Astiazaran, Francesca M."],"dc:date.available":["2015-08-10T07:00:00Z"],"dc:description.abstract":["Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.
"],"dc:identifier":["https://scholarworks.lib.csusb.edu/etd/242"],"dc:subject":["Writing Center","L2 Students","Tutoring","Reading Aloud","Grammar","Peer Tutoring","Applied Linguistics","First and Second Language Acquisition","Linguistics","Phonetics and Phonology","Social and Behavioral Sciences"],"dc:title":["I'LL TALK, YOU LISTEN: WRITING CENTER TUTORS READING ALOUD IN SESSIONS WITH L2 TUTEES"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Restricted Thesis: Campus only access"],"thesis:degree_name":["Master of Arts in English Composition"]},"updated_at":"2026-07-24T01:52:53Z"}