Master of Arts, Miami University, 2014, English

This thesis is a teacher-research case study assessing the effectiveness of an embedded writing center consultant in a nonnative English speaking classroom using a qualitative methodology with data collected from surveys, interviews, student writing samples, and field notes. The results show participants' overall positive reaction to the embedded consultant program. The embedded consultant facilitated student learning and acted as a cultural informant in the class. The ways the NNES students talked about their writing (as modeled by the embedded consultant) proved to increase the quality of writing produced and a better understanding and engagement with the writing process. Following perspectives of the program from all case participants: students, embedded consultant, and instructor, the thesis concludes with recommendations for embedding a writing consultant in an NNES only classroom.

Committee: Tony Cimasko PhD (Committee Chair); Katharine Ronald PhD (Committee Member); LuMing Mao PhD (Committee Member) Subjects: Composition; Education; English As A Second Language

Master of Arts, Miami University, 2013, English

This thesis presents the findings of a national survey reassessing writing center concerns and training practices in light of increasing non-native-English-speaking (NNES) student enrollment. After analyzing the relationship between two prominent concerns (responding to sentence-level issues and cultural biases) and the most popular tutor training texts, it proposes changes that empower multilingual/multicultural populations. One of the most critical parts of reform, tutor education, emphasizes understanding cultural, rhetorical, textual, and contextual variety; enacting a pedagogy of listening; and addressing sentence-level concerns in ways that foster language acquisition. On-going education aims to complicate this knowledge by discussing static notions of culture; exploring complexities of language and its practice; and examining race, ethnicity, and nationality. The project ultimately reveals implications for writing center administrators and those deeply involved in tutor training, especially those interested in reflecting a commitment to valuing diversity and promoting multicultural and multilingualism.

Committee: Katharine Ronald PhD (Committee Chair); LuMing Mao PhD (Committee Member); Jason Palmeri PhD (Committee Member) Subjects: Bilingual Education; Composition; English As A Second Language; Higher Education; Literacy; Minority and Ethnic Groups; Multicultural Education; Multilingual Education; Pedagogy; Teacher Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2010, College of Education and Human Services

This study examined the perspectives of both tutors at university writing centers and the Non-Native English Speaking (NNES) students who use the centers. Using qualitative methods, this study looked at perceptions of the academic writing needs of the NNES students, along with characteristics of tutoring sessions which made the sessions successful in the eyes of tutors and students. The study used interviews, observations, a survey, and artifacts to look at these topics and then compared the perceptions of tutors and students. Additionally, the study compared writing centers at two universities, one of which employs an English as a Second Language (ESL) specialist, in order to learn if employing this specialist affects success for the tutors and NNES students. Results indicate that student and tutor perceptions of student needs were similar in that they expressed consistent need for grammar assistance and help with low-order concerns (LOCs). Sessions at both universities were successful, according to tutors and students, if sessions focused on these grammar and LOC needs. Employing an ESL specialist did not affect the perceptions of students or tutors nor did it seem to effect the success of sessions for either students or tutors.

Committee: Joanne Goodell (Committee Chair); Maria Angelova (Advisor); Judy Stahlman (Committee Member); Dina Volk (Committee Member); Ted Lardner (Committee Member) Subjects: English As A Second Language