[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599584-105":59,"doc-detail-599584-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-peer-interactive-writing-center-at-the-university-of-new-mexico","The Peer-Interactive Writing Center at the University of New Mexico","","The peer-interactive model challenges the default one-on-one tutoring format that can reduce writing centers to fix-it services and weaken tutors’ roles as co-learners. Centered on a case study at the University of New Mexico, the profile outlines and evaluates the Writing Drop-In Lab, showing how peer collaboration supports writing as a collaborative, process-driven social activity. The discussion connects expressivist and social interactionist theory to tutoring practices and field consensus.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-peer-interactive-writing-center-at-the-university-of-new-mexico/599584/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-peer-interactive-writing-center-at-the-university-of-new-mexico/599584.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the peer-interactive writing center approach address?","Question",{"text":112,"@type":113},"It addresses how one-on-one tutoring can make writing centers seem like fix-it shops and can undermine tutors’ roles as co-learners and facilitators of peer-to-peer interaction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What case study does the article use to evaluate the approach?",{"text":117,"@type":113},"It profiles the Writing Drop-In Lab at the University of New Mexico as a model for aligning writing tutoring practice with writing as collaborative, process-oriented work.",{"name":119,"@type":110,"acceptedAnswer":120},"How do individual consultations typically work, and why can they fall short?",{"text":121,"@type":113},"Individual consultations are usually one-on-one with time limits, which means students are not exposed to others’ writing and receive feedback mainly on drafts from a single consultant. This can undermine goals related to viewing writing as a social act.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599584,1792165199,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CF 25: “The Peer-Interactive Writing Center at the University of New Mexico” by Daniel Sanford Page 1 of 19  \nComposition Forum 25, Spring 2012 [http://compositionforum.com/issue/25/](http://compositionforum.com/issue/25/)  \nThe Peer-Interactive Writing Center at the University of New Mexico  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)]  \nDaniel Sanford  \nAbstract: The one-on-one format of tutoring, which is the norm for writing centers, can foster the much-maligned view of a writing center as a fix-it shop and undermine the role of the tutor as a co-learner and facilitator of peer-to-peer interactions. The peer-interactive writing center approach, presented here, moves away from the one-on-one model and towards a format that encourages genuine peer collaboration, recreates the writing center as a place to actually engage in writing, and encourages students in their intuitions about writing. As a case study of such a peer-interactive approach, this profile provides an overview and evaluation of the Writing Drop-In Lab at the University of New Mexico, which provides a model for bringing the practice of writing tutoring into line with a view of writing as a collaborative, process-oriented phenomenon.  \nHeading into the second decade of the 21st century, the typical university writing center stands firmly on two theoretical feet: Expressivism, with its focus on the writer’s experience of self-discovery, exploring, and learning in the creation of a text (and the resulting authenticity and writer ownership of the resulting text), and Social Interactionism, which emphasizes writing as a social act most fruitfully approached as a collaborative exercise. The former advocates the engagement of writing tutors with students’ processes for writing and stresses invention and drafting in tutoring sessions (see Peter Elbow, Ken Macrorie, Donald Murray, and Stephen North) . The latter, in the context of the writing center, focuses on the role and relationship of the tutor and tutee, advancing a view of the ideal writing tutor as a peer consultant who downplays their own authority in order to act as a co-learner in the enterprise of writing (see Andrea Lunsford). The two approaches work in concert to develop students’ sense of authority as writers. Students navigate a process for bringing their own ideas to fruition that includes both individual exploration (as in student-led sessions in which tutors make liberal use of the Socratic method to draw out student writers’ intuitions about writing) and participation in a dialogue that brings ideas into beneficial conversation (as in peer-review sessions facilitated by writing tutors) .  \nThese ideas are no longer merely formative. While writing program administrators certainly still work every day to combat older notions (grounded in traditional rhetoric and a view of writing programs as remedial) of what a writing center is, what it does, and who it serves, these are the accepted pillars of current best practice, also serving as the axioms upon which newer, Writing Across the Curriculum (WAC)-oriented approaches to writing center theory are based. Every semester, hundreds of new writing tutors across North America and around the globe read Stephen North’s “The Idea of a Writing Center” and march off to their first sessions with students under the aegis of“Better Writers, not Better Writing!” Tutors are prepared in meetings and training programs to engage with student texts as outputs ofthe process whereby they are created rather than as ends in and of themselves, and to provide direction that will help students to grow and develop as writers rather than merely to turn ina more polished piece of writing in the immediate future. While these ideas continue to evolve and tobe challenged and expanded upon in the literature, a clear state of the field incorporating the above  \n[http://compositionforum.com/issue/25/new-me","cbCainLkh8gPznaa","https://ap.wps.com/l/cbCainLkh8gPznaa","pdf",106516,"English","# Background: tutoring models and theory\n## Expressivism in writing-center practice\n## Social interactionism and peer consulting\n# Shift in best practice and training\n## Writing Across the Curriculum connections\n## Tutor preparation and session goals\n# Problem focus: individual consultations\n## Defining features of one-on-one formats\n## Effects of time constraints and feedback limits","[{\"question\":\"What problem does the peer-interactive writing center approach address?\",\"answer\":\"It addresses how one-on-one tutoring can make writing centers seem like fix-it shops and can undermine tutors’ roles as co-learners and facilitators of peer-to-peer interaction.\"},{\"question\":\"What case study does the article use to evaluate the approach?\",\"answer\":\"It profiles the Writing Drop-In Lab at the University of New Mexico as a model for aligning writing tutoring practice with writing as collaborative, process-oriented work.\"},{\"question\":\"How do individual consultations typically work, and why can they fall short?\",\"answer\":\"Individual consultations are usually one-on-one with time limits, which means students are not exposed to others’ writing and receive feedback mainly on drafts from a single consultant. This can undermine goals related to viewing writing as a social act.\"}]","The Peer-Interactive Writing Center at the University of New Mexico | PDF",1792089057,48]