dc.contributor.author	Cooper, Anna Elizabeth
dc.coverage.spatial	Valdosta (Ga.)	en_US
dc.coverage.temporal	ca. 2020-2025	en_US
dc.date.accessioned	2025-07-15T19:05:06Z
dc.date.available	2025-07-15T19:05:06Z
dc.date.issued	2025-06-17
dc.identifier.other	e8f09a5c-8184-431c-8718-4450c5909cc5	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7554
dc.description.abstract	This thesis examines the effects of sociocultural changes on the writing tutoring practices and environments of Valdosta State University’s three writing tutoring iterations: The Writing Center, Student Success Center, and Academic Support Center. Through an interview series involving past and current peer writing tutors and writing tutoring staff, this thesis evaluates the similarities and differences in collaborative learning, scaffolding, and dialogic interactions that have influenced the sociocultural writing tutoring environment. After collecting interview data from each writing tutoring generation, this study explores how the writing center’s physical environment, community values and goals, and sociocultural-based tutoring training practices have shaped tutees’ writing development. Additionally, tutor and staff interviews help acknowledge how sociocultural tutoring strategies, based on Vygotsky’s Zone of Proximal Development, Bruffee’s collaborative learning, and Bakhtin’s dialogic theory, have effectively taught students how to write over time. This study further clarifies which tutoring methods should be maintained and which aspects could improve. Overall, this thesis describes Valdosta State University’s writing tutoring impact over the years, emphasizing the relationship between sociocultural writing-based practices and collaborative environments in providing students with effective writing support.	en_US
dc.format.extent	1 electronic record. PDF/A document, 392 pages, 6575548 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic theses	en_US
dc.subject	Collaborative learning	en_US
dc.subject	Electronic records	en_US
dc.subject	Peer teaching	en_US
dc.subject	Rhetoric and composition	en_US
dc.subject	Sociocultural theory	en_US
dc.subject	Tutoring	en_US
dc.subject	Valdosta State University	en_US
dc.subject	Writing centers	en_US
dc.subject	Writing--Study and teaching	en_US
dc.title	VSU Writing Tutoring: Exploring the Evolution of Sociocultural Settings and Strategies	en_US
dc.type	Thesis	en_US
dc.contributor.department	Department of English of the College of Humanities and Social Sciences	en_US
dc.description.advisor	Paine, Deborah
dc.description.committee	Peguesse, Chere
dc.description.committee	Sewell, Donna
dc.description.degree	M.S.	en_US
dc.description.major	English	en_US