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BREAKING INTO THE TUTOR'S TOOLBOX: AN INVESTIGATION INTO STRATEGIES USED IN WRITING CENTER TUTORIALS Kate Brown July 8, 2008 In this dissertation, I present the results of research conducted in the University Writing Center at the University of Louisville during the fall of 2006 and serves as an example of an empirical study blending qualitative and quantitative methods. It highlights and critiques the strategies tutors use to address students' concerns about their writing during writing tutorials by addressing two research questions: 1) What strategies do tutors employ during tutorials to address higher-order concerns? And, what strategies do tutors employ during tutorials to address later-order concerns? 2) How are these strategies perceived by participants in tutorials? The data revealed that tutors tend to use three of the same strategies to address both higher-order and later-order concerns: Open-Ended Questioning, Reader Response, and Suggestion. Although tutors employed more strategies to address later-order concerns, which is congruent with advice from tutortraining manuals, they used these three strategies as default strategies throughout the observed tutorials. These strategies can be used effectively to address higher-order and later-order concerns; however, when used broadly, unique problems and potential pitfalls surfaced. The data also revealed that strategies generally assumed by writing center scholars to lessen control over the student and his or her writing can be used just as easily

Breaking into the tutor's toolbox : an investigation into strategies used in writing center tutorials.