國立虎尾科技大學 |

The Development of Writing Centers in Japanese Higher Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Development of Writing Centers in Japanese Higher Education./
作者:	I-Tremblay, Erika.
面頁冊數:	1 online resource (242 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355429343

The Development of Writing Centers in Japanese Higher Education.
I-Tremblay, Erika.

The Development of Writing Centers in Japanese Higher Education. - 1 online resource (242 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--University of California, Santa Barbara, 2017.

Includes bibliographical references

This dissertation introduces the concept of literate histories as a way of looking into a student writer's path as a developing writer and their relationship with writing activities and institutions that sponsor writing. Using the concept of literate histories as an analytical lens, this dissertation examines how the US-born idea of writing centers had entered and is spreading in the changing Japanese higher educational system. Specifically, through a detailed examination of university writing centers, it aims to understand the growing exigency of writing in Japanese higher education and how writing centers can serve as sponsors of writing to student writers in an evolving context. The writing center movement has its roots in progressive education, however, the writing center has historically been associated with remedial work in the U.S. The writing center movement has spread to Japan, and universities across Japan are taking the initiative to advance the idea of fostering independent writers through one-on-one instruction at the writing center. Through ethnographic observations of tutoring sessions and interviews, this research presents an alternative view of the writing center. Specifically, through the lens of literate histories, it demonstrates how the writing center can serve as sponsors of writing to university student writers of diverse backgrounds. From this view, the writing center work is no longer remedial but is a resource that may help students in enacting disciplinary identities through the teaching of writing. Finally, writing center researchers have emphasized the importance of replicable, aggregable, and data-support (RAD) research in recent years. This dissertation, which offers a historical account of teaching of writing in Japanese education, offers a methodological contribution to writing center research by adding new codes to analyze tutor-tutee conversations and in turn, aims to advance writing center work.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355429343Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

The Development of Writing Centers in Japanese Higher Education.
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504 $a Includes bibliographical references
520 $a This dissertation introduces the concept of literate histories as a way of looking into a student writer's path as a developing writer and their relationship with writing activities and institutions that sponsor writing. Using the concept of literate histories as an analytical lens, this dissertation examines how the US-born idea of writing centers had entered and is spreading in the changing Japanese higher educational system. Specifically, through a detailed examination of university writing centers, it aims to understand the growing exigency of writing in Japanese higher education and how writing centers can serve as sponsors of writing to student writers in an evolving context. The writing center movement has its roots in progressive education, however, the writing center has historically been associated with remedial work in the U.S. The writing center movement has spread to Japan, and universities across Japan are taking the initiative to advance the idea of fostering independent writers through one-on-one instruction at the writing center. Through ethnographic observations of tutoring sessions and interviews, this research presents an alternative view of the writing center. Specifically, through the lens of literate histories, it demonstrates how the writing center can serve as sponsors of writing to university student writers of diverse backgrounds. From this view, the writing center work is no longer remedial but is a resource that may help students in enacting disciplinary identities through the teaching of writing. Finally, writing center researchers have emphasized the importance of replicable, aggregable, and data-support (RAD) research in recent years. This dissertation, which offers a historical account of teaching of writing in Japanese education, offers a methodological contribution to writing center research by adding new codes to analyze tutor-tutee conversations and in turn, aims to advance writing center work.
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