Consultants in Computer Classrooms: Integrating Writing Consultants into First-Year Writing Courses

Abstract

The purpose of this research is to identify the best methods for integrating writing consultants into the computer lab classes of first-year writing courses at Grand Valley State University. The essay examines the literature surrounding writing center pedagogy and the practice of embedding writing consultants into classrooms. Further research was then conducted through a series of interviews with writing faculty and consultants, as well as observations of the computer lab classes. This study was able to describe how the first-year writing faculty and consultants interact, and the ways in which writing consultants can most effectively be integrated in order to aid students.