Keywords:
queer praxis, pedagogy, methods of care
Abstract:
An undeniable challenge of operating in a virtual writing center environment is the level of removal, in this case the literal barrier of the computer screen, between the tutor and student. Conducting appointments either asynchronously or synchronously poses significant uncertainties for both students and tutors: students risk receiving feedback that feels impersonal, removed, or unduly harsh; while tutors risk burnout, lack of connective relationality, and feeling dissociated from the potential joys of writing center work. As a queer student myself, my intention in my pedagogical strategy is always to foster a sense of safety and belonging – which can be very difficult in completely virtual scenarios. With strategies informed by Foss and Griffin’s “invitational rhetoric” and language tracing to eunoic rhetorical theory, this presentation will illustrate implementable approaches in language usage and comment design to generate a sense of connectivity and good-will between the tutor and student.
Presentation Materials:
Recording:
Citation Information:
Type of Source: Conference Presentation
Presenters: Molly Ryan
Year of Presentation: 2023
Title of Presentation: Queering Through the Screen: Rhetorical Strategies to Foster Care and Confidence in Virtual Writing Center Environments
Conference: Online Writing Centers Association (OWCA)
Location of Conference: Virtual