Open AccessEAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth
Author(s) -
Daniel Chang,
Amanda Goldrick-Jones
Publication year - 2019
Publication title -
discourse and writing/rédactologie
Language(s) - English
Resource type - Journals
ISSN - 2563-7320
DOI - 10.31468/cjsdwr.731
Subject(s) - mythology , negotiation , meaning (existential) , second language writing , collaborative writing , academic writing , space (punctuation) , pedagogy , sociology , mathematics education , linguistics , psychology , second language , literature , art , philosophy , social science , psychotherapist
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.