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The study analyzes rhetorical effects on students’ attunement, audience awareness, and agency, and evaluates institutional and individual conditions that enabled collaboration between classroom and writing center.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Maffetone and Rachel McCabe  \nThis article explores how knowledge of institutional ecologies can help build connections across departments of large universities without direct communication. The authors, an instructor and a writing center tutor, consider “inventive collaboration”—impromptu work mediated by student writing—as a way to improve a multilingual student’s writing. This experience serves as a test case to highlight how the rhetorical strategies of inventive collaboration can improve students’ rhetorical attunement, awareness of audience, and agency over their writing. While the authors recognize the uniqueness of their indirect collaboration, they also offer an assessment of the institutional and individual components that allowed for this collaboration to take place.  \nIn tanhuenspringexpectofed2a0n1d6u,RnpalcheannleMdccCabollabeoandratioEnlizaboveerhtuMaffdentetonworekdevThlsopecodllaboration took place at a large public midwestern institution, Indiana University Bloomington (IU), and connected the university’s separate writing center and English department, where the writing program is located. Rachel was a graduate instructor of a first year multilingual composition course, and Elizabeth was a graduate student tutor in the university writing center.1 Building on what William Duffy defines as an interactionist, object-oriented frame for collaboration theory, we outline in this article what we have termed an “inventive collaboration” that allowed us—and our student—to navigate some of the systemic issues of authority between the classroom and the writing center. Inventive collaboration, as we define it here, is a stance towards working together mediated by students and student texts. It takes as its premise that knowledge of institutional ecologies allows students, faculty, and staff to articulate their place in universities in ways that makes their collective work more productive and can better support student writers.  \nOur collaboration hinged on two factors: our shared composition training, which stressed our location within the university’s ecological network, and our mutual investment in putting student learning and agency before personal authority. Our inventive collaboration demonstrates the importance of learning about institutional ecologies, particularly in spaces where direct  \nComposition Studies 48.3 (2020): 53–69  \ncollaboration is not accessible. While the congenial relationship between the university’s writing program and writing center laid the groundwork for our collaboration, the flexibility of this model demonstrates the potential for inventive collaborations to support Writing Program Administrators (WPAs) and Writing Center Directors (WCDs) within university networks more broadly. Inventive collaboration can bridge the gap between WPAs and WCDs, which more often serve as separate entities than as integrated pieces of the student writing process.  \nFraming Institutional Structures and Collaborative Models  \nDespite their shared goals and approaches, collaborations between writing centers and writing programs are not as common or easy as one might hope or assume. Linda S. Bergmann explains that writing centers often make considerable contact with people across campus and divisions—in part because of their reputation for being the “go-to” place for writing help. Despite this reputation, Bergmann explains that writing centers are often marginalized by the larger academic community because their work is, at times, removed from the day-to-day work of academic instructors (no courses, no grading, etc.) .2 We argue that one way such divides might be bridged is through a greater understanding of institutional ecologies—the scope, role, and intersections among different campus entities.  \nThe importance of ecological impacts on student writing has been a subject of composition scholarship ","cbCaibVvQd23OCIK","https://ap.wps.com/l/cbCaibVvQd23OCIK","pdf",135222,17,"English","# Learning Institutional Ecologies for Inventive Collaboration\n## Framing Institutional Structures and Collaborative Models","[{\"question\":\"What is “inventive collaboration” in this article?\",\"answer\":\"It is a stance toward working together that is mediated by students and student texts, enabling collaboration without direct communication between departments.\"},{\"question\":\"How does institutional ecology knowledge support collaboration?\",\"answer\":\"Knowledge of institutional ecologies helps students, faculty, and staff articulate their place in universities so their collective work becomes more productive and better supports student writers.\"},{\"question\":\"What effects does inventive collaboration have on multilingual student writing?\",\"answer\":\"It is presented as improving students’ rhetorical attunement, awareness of audience, and agency over their writing.\"}]","Learning Institutional Ecologies for Inventive Collaboration in Writing Center/Classroom Collaboration | PDF",1792088360,43]