The Tutoring Book - California State University, Sacramento

which represents more than just a part of their past. Their writing style represents a thread of politics,
economics, family, faith, perspectives, principles, ethics, and other various codes unique to experiences
that are not inferior but equally vital to any that an American like me might express through writing. A
keen amount of sensitivity to the very essence of who writing center writers are and how to best help
them maintain their identity during this transition is essential not only to the success of the writer but to
you, the tutor, as well as the Writing Center, as it stands to serve the best interests of its writers.
References
Clyne, M. (1987). Cultural differences in the organization of academic texts: English and German.
Journal of Pragmatics, 11 (1) 34-45.
Duszak, A. Culture and Styles of Academic Discourse. New York: Walter de Gruyter.
Kaplan, R.B. (1988). Contrastive Rhetoric and Second Language Learning: Notes Toward a Theory of
Contrastive Rhetoric. In A. Purves (Ed.), Writing Across Languages andCultures, Issues in
Contrastive Rhetoric (pp.162-175). Newburt Park, CA: Sage.
Myers, S. (2008). Reassessing the “proofreading trap”: ESL tutoring and writing
instruction, In C. Murphy, & S. Sherwood, (Eds.), The St. Martin’s sourcebook for
writing tutors (pp. 219-236). New York: St. Martin’s Press.
Rienecker, L., & Jorgensen, P. S. (2003) The (im)possibilities of teaching university writing in the Anglo-
American tradition when dealing with continental student writers. Teaching Academic Writing in
European Higher Education (pp.101-113) In L. A. Björk & G. Brauer (Eds.), New York:
Springer.
107