EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

Authors

  • Daniel Chang Simon Fraser University
  • Amanda Goldrick-Jones Simon Fraser University

DOI:

https://doi.org/10.31468/cjsdwr.731

Abstract

Writing centres offer a safe space for writers, including English-as-additional-language (EAL) students, to negotiate meaning and become more <luent with academic writing genres. However, a disconnect still exists between the writer-centred principles that inform WC tutoring practice and the pervasive myth that writing centres repair “broken” writing. An analysis of data from a writing centre’s client reports, as well as peer tutors’ comments and student writing samples, indicates that a student’s language membership does not predict types of writing challenges or errors. This <inding inspired a roundtable discussion about pedagogical approaches that not only empower EAL students but help writing centres resist the “broken writer” myth.

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Published

2019-12-09

How to Cite

Chang, D., & Goldrick-Jones, A. (2019). EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth. Discourse and Writing/Rédactologie, 29, 238–242. https://doi.org/10.31468/cjsdwr.731

Issue

Section

Special: Selected Papers from CWCA 2018

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