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Written Communication
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Scaffolding in the Writing Center

A Microanalysis of an Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies

Isabelle Thompson

Auburn University, thompis{at}auburn.edu

In this microanalysis, a university writing center conference with an experienced tutor and a student he has never met before is analyzed for the tutor’s use of direct instruction, cognitive scaffolding, and motivational scaffolding. Along with verbal expressions of scaffolding, this analysis also considers the tutor’s hand gestures—topic gestures, which operationalize instruction and cognitive scaffolding, and interactive gestures, which operationalize motivational scaffolding. As defined in this analysis, instruction is the most directive of the three strategies and includes telling. Also directive, cognitive scaffolding leads and supports the student in making correct and useful responses, while motivational scaffolding provides feedback and helps maintain focus on the task and motivation. The microanalysis points to the importance of the student’s cognitive and motivational readiness to learn and the need for the student to control the agenda throughout the conference. It also contextualizes admonitions against tutor directiveness.

Key Words: cognitive scaffolding • motivational scaffolding • conversational analysis • tutoring • nonverbal communication • writing and gesture

This version was published on October 1, 2009

Written Communication, Vol. 26, No. 4, 417-453 (2009)
DOI: 10.1177/0741088309342364
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