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Names and Labels As Tropes in Writing Center Work

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Names and Labels As Tropes in Writing Center Work Illinois State University ISU ReD: Research and eData Theses and Dissertations 6-13-2018 The Tropes We Tutor By: Names and Labels as Tropes in Writing Center Work Scott R. Sands Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the Higher Education Administration Commons, Higher Education and Teaching Commons, and the Rhetoric Commons Recommended Citation Sands, Scott R., "The Tropes We Tutor By: Names and Labels as Tropes in Writing Center Work" (2018). Theses and Dissertations. 942. https://ir.library.illinoisstate.edu/etd/942 This Dissertation is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. THE TROPES WE TUTOR BY: NAMES AND LABELS AS TROPES IN WRITING CENTER WORK Scott R. Sands 153 Pages The following study explores the way names and labels function as tropes in writing center work. Building on Lakoff and Johnson’s work on metaphors, and using Kenneth Burke’s concept of the trope, this study analyzes the way names and labels for writing center spaces, people, activity, and preparation function metaphorically, synecdochically, metonymically, and ironically to shape the way people understand and value writing centers. This study demonstrates the ways in which names and labels used in writing center work both focus attention on particular aspects of that work and also minimize or hide other important aspects of that work. Ultimately, this study argues that the names and labels currently in use do not accurately reflect writing center work, and encourages scholars of writing center studies to either fully extend labels in use or adopt new labels. The final chapter suggests a framework by which those in writing center studies can select and articulate metaphors ethically, consciously, and with purpose. KEYWORDS: tropes, writing centers, writing tutoring, humble irony THE TROPES WE TUTOR BY: NAMES AND LABELS AS TROPES IN WRITING CENTER WORK SCOTT R. SANDS A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department of English ILLINOIS STATE UNIVERSITY 2018 © 2018 Scott R. Sands THE TROPES WE TUTOR BY: NAMES AND LABELS AS TROPES IN WRITING CENTER WORK SCOTT R. SANDS COMMITTEE MEMBERS: Joan Mullin, Co-Chair Bob Broad, Co-Chair Gabe Gudding ACKNOWLEDGMENTS I wish to thank Joan Mullin, Bob Broad, and Gabe Gudding for the time and effort they spent reviewing this dissertation, providing feedback, and offering encouragement during the long process of researching, drafting, and revising. Their dedication has been an integral part of the work of this dissertation, and for it I will always be grateful. I would also like to acknowledge Julie Jung, whose course on the rhetoric of style provided particular inspiration for this project. Her course was a joyful experience, and her ideas lend illumination and depth to the work at hand. I also wish to thank my family, including my mother, Mary Anne Sands; my father, Michael Robert Sands; and my brother, Mark Robert Sands. The intelligence, creativity, and perseverance required to make this journey has been considerable. I am filled with gratitude to know that, when I did not know where to find what I needed, those closest to me knew where to help me look. A special mention goes to my cousin, Kathy Walters Jenness, whose wisdom, optimism, and support I will always cherish. Finally, words cannot express the importance of my wife and soulmate, Dr. Farran Norris Sands, to this project, and to my life. Her unflagging support and love has lent a special kind of grace to the years of this undertaking—a grace I hope to one day embody as easily and as fiercely as she has. With all my love, I dedicate this dissertation to her. S. R. S. i CONTENTS Page ACKNOWLEDGMENTS i CONTENTS ii CHAPTER I. “WHAT’S IN A NAME?”: NAMES AND LABELS AS TROPES IN WRITING CENTER WORK 1 Tropes and the Economy of Attention 1 “It Helps that the Whole Concept Has a Name”: Labels in Writing Center Work 2 The Dominant Tropes in Writing Center Studies 3 Analyzing and Extending the Tropes Used to Name Writing Center Work 5 The Ubiquity of Tropes, and the Need to Use Them Well 9 Operations and Principles for Uncovering Useful Tropes 11 Chapter Summaries 14 II. THE PRIMACY OF PLACE: TERMS THAT NAME THE SITE OF WRITING CENTER WORK 18 Introduction 18 “There’s a Place for Us”: Aspirations of Autonomy and the Writing Center Story 20 The Clinic and the Lab: Representing Writing Center Work as Science 21 “From the Margins to the Center”: Accuracy, Aspiration, and the Center Trope 31 Conclusion: From Aspirations to Accuracy 42 ii III. TUTOR, CONSULTANT PEER: THE ROLES PLAYED BY WRITING CENTER WORKERS 45 Introduction 45 Peers and Consultants: The Push Toward Collaboration 46 The Myth of the Individual: Writing Centers’ Struggle for Independence 58 Conclusion: Consultant, Tutor, Teacher, Peer 66 IV. “WHAT THEY DO TOGETHER IS CONVERSE”: NAMING WRITING CENTER ACTIVITY 68 Introduction 68 Writing Center Work as “Talk” or “Conversation” 70 Writing Center Work as “Counseling” 78 Tutoring vs. Teaching: Using Perspective to Reconcile Oppositional Writing Center Tropes 86 V. THE NATURE OF CHANGE: NAMES FOR WRITING CENTER WORKER PREPARATION 95 Introduction 95 Spatial vs. Temporal Labels for Writing Tutor Preparation 96 Professionalization as Profound Temporal Change 99 Undertaking an Odyssey: Preparing Graduate Student WPAs for Writing Center Work 114 Tutor Education Courses and the “Course” Trope 118 Conclusion 123 VI. OFF-CENTER: TAKING WRITING CENTER TROPES IN NEW DIRECTIONS 125 Introduction: The “Center” as Controlling Trope 125 Satellites and Branches: Venturing Beyond the Center 130 (Re)Mediating our Tropes 134 Principle 1: Accuracy 134 Principle 2: Aspiration 136 Principle 3: Complexity 138 Principle 4: Coherence 138 Coda: Cautious Optimism 141 REFERENCES 145 iii CHAPTER I “WHAT’S IN A NAME?”: NAMES AND LABELS AS TROPES IN WRITING CENTER WORK Tropes and the Economy of Attention “[T]he refinery that converts “data” into “information” is human attention. – Richard Lanham “The Economics of Attention” In 1997, Richard Lanham argued that, while many had asserted a shift to an “information” economy, the commodity for which companies were clamoring was actually human attention. In retrospect, he was surely right: once called the “information superhighway,” the internet is now composed of strands designed specifically to capture and keep our interest. From updating our statuses on Facebook to curating our obsessions on Pinterest to catching the latest movie or TV show on Netflix, the World Wide Web presently functions as a fine mesh through which much of our perception of the world is filtered. In the case of disciplines like writing center studies, tropes function as that mesh, as what Kenneth Burke would call a “terministic screen.” Terms like “center,” “tutor,” and “teaching” direct our attention, focusing it on particular aspects of our surroundings while diverting it from others. In some ways, this effect can be helpful; names and labels can be valuable tools that enable us to focus on particular streams of information in a data-saturated world. But when the terms we use to determine what is important and what is not to become invisible, they risk transforming from tools to shackles. By analyzing, examining, and extending the tropes used in writing center work, I hope to 1 refocus our attention, allowing us to see not just what is in our field of vision, but the very frames that allow us to see in the first place. “It Helps that the Whole Concept Has a Name”: Labels in Writing Center Work In 1991, Jeff Brooks penned an article in the Writing Lab Newsletter describing a tutorial technique he called “minimalist tutoring,” a method by which the writing tutor would help the student writer improve as a writer by “making [that] student do all the work” (2). In 2005, the editors of the Writing Center Journal asked Brooks what he thought about minimalist tutoring, which had enjoyed a decade and a half of popularity as part of what Shamoon and Burns have called the “Bible” of writing center scholarship. Brooks’ response is instructive: “I suppose it helps that the whole concept has a name. That makes it easier to talk about and think about” (“Whatever Happened to Jeff Brooks,” 5). By attributing some of the popularity of his method to the act of naming a concept, Brooks demonstrates the way naming assigns value to a concept, helping humans to integrate it into their daily lives. As valuable as names are, however, they can lead us to describe concepts inaccurately. Immediately after praising the value of “minimalist tutoring,” Brooks underlines the inaccuracy of his own label: “If you think about it, ‘minimalist’ is a funny label for something that’s so much more work than the other kind of tutoring” (“Whatever Happened to Jeff Brooks,” 5). Brooks’ observation underscores the way the terms with which people describe concepts can hide some aspects of that concept (student-centered tutoring requires the tutor to engage in “work” or labor) while 2 highlighting others (student-centered tutoring requires the student to engage in “work” or labor). The Dominant Tropes in Writing Center Studies Though writing center theories and pedagogies have shifted along with changing technologies of writing, the growing transnational character of writing center work, and the valuable influence of knowledge exchange across disciplinary boundaries, the field describes its work using a particular set of labels. Three categories of names guide the theoretical, epistemological, and practical assumptions of writing center studies: place names like “center” and “lab,” person names like “tutor” and “consultant,” and activity names like “consulting” and “tutoring.” These three categories of names are further linked under the controlling label of the “center,” which structures how the names within the categories create a systematic understanding of writing center work.
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