Response to “What Knowledge is Most Worth Knowing?”

Abstract

Jim Bell and Pam Flagel's fascinating case study, “What Knowledge Is Most Worth Knowing? Grammar, Critical Thinking, and Revision in Writing Conferences,” casts a raking light over some of our most cherished beliefs about peer tutoring. I say “casts light” rather than “sheds light” because the case puts me in a scrutinizing frame of mind rather than reassuring me that I have achieved enlightenment. Sometimes Bell and Flagel's study shows that our beliefs pull us in opposite directions, recommending contradictory exclusive paths of action. At other times the study suggests our beliefs need some qualification, or at least tweaking, if they are to serve as effective tutoring guidelines. In my response, I would like to examine several ways in which the study has challenged me to think more deeply about these beliefs.

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Notes on contributors

Toni-Lee Capossela

Dr. Capossela serves as director of the Writing Program at Stonehill College and is coordinator of the Writing Center. She holds the rank of full professor. She is the author of three books: The Critical Writing Workshop: Designing Writing Assignments to Foster Critical Thinking, Language Matters: Readings for College Writers, and The Harcourt Brace Guide to Tutor Training.