Negotiating Pedagogical Authority: The Rhetoric of Writing Center Tutoring Styles and Methods

Abstract

Writing centers have long been rich sites of critical inquiry into individualized instructional styles and methods. One of the great writing center debates involves directive versus nondirective tutoring styles and methods. While many writing center scholars have discussed the intricacies of directive or interventionist versus nondirective or minimalist pedagogical methods, few have examined the rhetorical implications of this important debate in relation to more classroom-based peer collaborations. This article rhetorically analyzes the literature on directive/nondirective methods and various approaches to tutoring writing, drawing pedagogical and rhetorical connections and implications useful for all teachers of writing and rhetoric.

Notes

¹I extend many thanks to the pedagogical interventions of RR reviewers Fred Reynolds and Mark Gellis on two earlier drafts of this essay, as well as the patient guidance and support of Theresa Enos. Portions of this essay originally appeared in “Tutoring Style, Tutoring Ethics: The Continuing Relevance of the Directive/Nondirective Instructional Debate,” published in Praxis: A Writing Center Journal.