Vygotsky, Scaffolding, and the Role of Theory in Writing Center Work

Abstract

This essay argues for a broad theoretical perspective in writing center work that simultaneously contextualizes tutoring practices and complements research agendas. Writing center scholarship shows considerable resistance to both empirical research agendas and theoretical perspectives. Confronting this, the author chooses to examine the issue of directive/nondirective tutoring to evaluate theory as a framework. A review of social constructivist theories on the issue finds that these theories do not function as theory should, to clarify tutoring approaches and provide impetus for research. To fulfill this theoretical function, the author approaches the issue through Vygotsky's Zone of Proximal Development (ZPD), complemented by educational studies' scaffolding theory. ZPD explains that learning begins socially and is consequently internalized. This provides a model for tutors to scaffold growth through observing students' understanding and consequently adjusting intervention levels. A scaffolded ZPD approach thus provides an explanatory framework for tutoring practice and a basis for further research. [ABSTRACT FROM AUTHOR]