Contents
Introduction | Rita Malenczyk
Part I: Sensemaking with Tutors and Teachers
1. The Medachtic Tutor: Jewish Discourse, Metaphor, and Undergraduate Tutors’ Sensemaking of Writing Center Work | Andrea Rosso Efthymiou
2. Beyond the Anecdote: TA Sensemaking as Writing Program Underlife | Courtney Adams Wooten
3. Celebrating Sensemaking Cultures in the Writing Center: Scaffolding Transparent Communication between Tutors and Directors | Jeanne R. Smith, Shannon McKeehen, Barbara George, and Yvonne R. Lee
4. Tutor-to-Tutor: Attending to the Operations of Race and Privilege among Writing Center Staff Members | Alba Newmann Holmes
5. Making Sense of How Things Feel: Attending to Emotional Experiences in Writing Programs | Bronwyn T. Williams
Part II: Sensemaking and Institutional Structures
6. New Writing Center Ecologies: Challenging Inherited Sensemaking in the Center | Genie Nicole Giaimo and Joseph Cheatle
7. Stories to Support and Sustain a Program: Connections among the Library, WID, and the Writing Center | Susanmarie Harrington and Sue Dinitz
8. Cascading Texts and Cat’s Cradles: An Institutional Ethnographic Approach to Understanding the Textual Production of Unionized Labor | Melissa Nicolas
9. Distributed Leadership for WPAs: Making Sense of Leadership Methods | Christy I. Wenger
10. Sensemaking as Antiracist Writing Program Administration: Reappropriating Activity and Actor-Network Theory | Brian Hendrickson
Afterword: A 2x2 Review of Sensemaking for Writing Programs and Writing Centers | Karen Keaton Jackson
Index
About the Authors