While working for four years in a college writing center, often with dual enrolled high school students, I began asking myself why our local high schools do not have writing centers of their own. The effectiveness of writing centers in helping students advance their critical thinking and written communication skills is well documented, and yet students of diverse geographical locations and socio-economic status often arrive at college under-prepared for the rigor of academic written discourse. Employing a combination of institutional analysis and constructivist grounded theory, I conducted case studies on three Florida college writing centers, focusing on staffing models, training methods, services offered, and dissemination of information about these services. Drawing on experiential evidence and both qualitative and quantitative studies completed by Ben Rafoth, Jesùs Josè Salazar, and more, I propose adapted and adaptable writing center models for various Florida high school settings, grounding the options in current writing center theory and composition instruction pedagogy, laying the groundwork for further scholarship on the creation of flexible models of supplementary writing development education in Florida’s public school system. I conclude with a set of recommendations for key elements schools must address when creating and maintaining a writing center, including designing classroom space, recruiting and training peer tutors, and identifying a theoretical approach to student writing.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1492 |
| Date | 01 January 2024 |
| Creators | Shorthill, Erin M |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Thesis and Dissertation 2023-2024 |
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