Date of Award

8-12-2016

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Michael Harker

Second Advisor

Ashley Holmes

Third Advisor

Mary Hocks

Abstract

The discussion regarding how to address requests for help with grammar and sentence-level concerns has been an ongoing conversation throughout writing center literature. The general consensus among administrators and tutor-scholars within in the field is to move away from a product-oriented focus towards one that is more process-oriented, preferring to prioritize writers over their writing. In response to this literature, and in an attempt to move away from the “repair center” stigma, writing centers often incorporate policies on their websites that negate editing and proofreading services. This thesis explores the messages that these policies send to students and offers a compromise in regards to how writing centers should approach requests for help with sentence-level concerns, suggesting three different grammar-based sessions. This compromise would provide students with the grammar knowledge they may be missing in order to become better writers and stronger editors.

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