Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process.

Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces.

These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

In the 1950s, the authors of the Beat Generation helped introduce American readers to Eastern philosophies and, in particular, to Buddhism. Poets like Allen Ginsberg, Gary Snyder, and Jack Kerouac are often credited with this phenomenon, while, as is so often the case, the women are sidelined.

In this illuminating new study, Max Orsini examines the impact of two female poets, Diane di Prima and Lenore Kandel, in shaping American Buddhist poetics. Orsini charts the evolution of their poetry against a backdrop of cultural conservatism, and explores the journeys they set out on that were very different from those trodden by their male counterparts.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process.

Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces.

These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.