FROM CITATION CONSUMER TO CITATION PRODUCER: WORKING WITH STUDENTS ON SOURCE CITATION IN MULTIPLE GENRES IN THE WRITING CENTER

Elizabeth KleinfeldWriting Center Director Metropolitan State University of Denver

ekleinfe@msudenver.edu

“The new literacies will increasingly be incorporated into writing centers not just as sources of information or delivery systems for tutoring but as productive arts in their own right, and writing center work will, if anything, become more rhetorical in paying attention to the practices and effects of design in written and visual communication —more product oriented and perhaps less like the composing conferences of the process movement.” (30)

Trimbur, John. “Multiliteracies, Social Futures, and Writing Centers.” The Writing Center Journal 20.2 (Spring/Summer 2000): 29-31.

“When our students are distracted by arcane citation rules, when they spend more time creating a list of works cited than they do composing a paper, they won’t be inspired to see themselves as people who can make meaning. Instead, they will focus on avoiding punishment by carefully describing the containers of other people’s ideas. They’ll miss the whole point.”

Fister, Barbara. “Docudrama: Why Sources Matter—And Why Citing them Correctly Doesn't.” Conference on College Composition and Communication Annual Conference, Atlanta, GA: April 2011. Conference Presentation.

RIFFING OFF OF DOUG DOWNS . . .

To approach source citation rhetorically, we need to take into account how it is situated, motivated, contingent, interactional, and epistemic.

QUESTIONS ABOUT SOURCES

Why did you choose this source? (Why do you want to be associated with this person?)

Were there other sources you considered but opted not to use? Why? (Who do you not want to be associated with and why?)

What kinds of sources does this source use? (Who does this author associate with?)

“the teacher remains an audience for student texts, but by no means the only audience” (57)

Lunsford, Andrea A., and Lisa Ede. “Among the Audience: On Audience in an Age of New Literacies.” Engaging Audience: Writing in an Age of New Literacies. M. Elizabeth Weiser, Brian M. Fehler, and Angela M. Gonzalez, Eds. Urbana, IL: NCTE, 2009. 42-69.

TWO RHETORICAL SITUATIONS

1. The “real” rhetorical situation: the student is composing for a professor who wants sources cited in an academically-recognizable way

2. The invoked/imagined rhetorical situation: the student is composing for an audience who wants sources cited in a way that is contextually appropriate

“If I were asked how I would like writing centers to be positioned in academia’s future, I would offer a picture of us as the recognized campus leaders whose vision of how learning environments should be structured has come to dominate educational thinking.” (13)

Harris, Muriel. “Preparing to Sit at the Head of the Table: Maintaining Writing Center Viability in the Twenty-First Century.” The Writing Center Journal 20.2 (Spring/Summer 2000): 13-21.

WORKS CITED Downs, Doug. “Rhetoric, Not Modes: The Inadequacy of ‘Critical’ Reading for Writing-

about-Writing.” Conference on College Composition and Communication Annual Conference, Las Vegas, NV: March 2013. Conference Presentation.

Fister, Barbara. “Docudrama: Why Sources Matter—And Why Citing them Correctly Doesn't.” Conference on College Composition and Communication Annual Conference, Atlanta, GA: April 2011. Conference Presentation.

Griffin, Jo Ann. “Making Connections with Writing Centers.” Multimodal Composition: Resources for Teachers. Cynthia Selfe, Ed. Cresskill, NJ: Hampton Press, 2007. 153-165.

Harris, Muriel. “Preparing to Sit at the Head of the Table: Maintaining Writing Center Viability in the Twenty-First Century.” The Writing Center Journal 20.2 (Spring/Summer 2000): 13-21.

Jamieson, S. & Howard, RM. (2011). Phase I data. In The citation project. Retrieved fromhttp://site.citationproject.net/

Lunsford, Andrea A., and Lisa Ede. “Among the Audience: On Audience in an Age of New Literacies.” Engaging Audience: Writing in an Age of New Literacies. M. Elizabeth Weiser, Brian M. Fehler, and Angela M. Gonzalez, Eds. Urbana, IL: NCTE, 2009. 42-69.

McClure, R. & Clink, K. (2009). How do you know that? An investigation of student research practices in the digital age. Libraries and the Academy, 9(1): 115-132.

Pemberton, Michael. “Planning for Hypertexts in the Writing Center . . . Or Not.” Writing Center Journal 24.1 (Fall/Winter 2003): 9-24.

Trimbur, John. “Multiliteracies, Social Futures, and Writing Centers.” The Writing Center Journal 20.2 (Spring/Summer 2000): 29-31.

Email me at ekleinfe@msudenver.edu